My principal is fond of saying that high school teachers are a group of independent contractors connected only by a common parking lot, and sadly, I think he is right. There is a professional conversation going on in education, but teachers are not a large part of it. As a profession, teaching is primarily defined by what teachers do when they are not with other teachers. It is only what we do in the classroom that is perceived as professional. When teachers are evaluated, it is individual classroom performance that is scrutinized, and it is often based on a single, snap-shot style observation. In fact, when teachers are out of their classrooms or talking to other teachers, they are often perceived by administrators, parents, and sometimes, even by teachers themselves as not working. The isolation of teachers at all stages of their careers is well-documented, and it seems to me that schools typically provide little time for teachers to talk, reflect, and share ideas with colleagues.
Can teachers joining together in writing help them enter the conversation?
Does teacher reflection impact classroom instruction?
When educators stop to truly reflect, will their self assessment mirror the conclusions determined by an evaluator?
These are the questions that I have undertaken through my own action research. While I have had teachers, administrators, and students participate in surveys and panel discussions, I haven't taken a good look at these questions in my own practice. This marks the beginning of my journey to do so.
How? Well, I have to reflect, truly reflect on my teaching and on my students' learning. Not on their behavior or their time on task or their grades but on their authentic learning.
And then...I have to write.
