'Feeding Myself'

"Learning can only be transformed when districts stop promoting a culture of compliance and instead promote a culture of learning."

This statement resonated with me the most out of everything I saw on the OCSB video and reading this week. As I have changed to a different school district this year I am seeing that the culture of compliance is the same however the is an interest in PD/PL that is interesting to the teacher or at least the guinea pig teachers. It is interesting how much money, stress, focus, and requirement goes into the same monotonous sessions year after year and the end result is not changing. Learners are not being pushed higher as a result of these sessions and it seems educators have grown tired of them too. I loved the concept in the video where one teacher stated she doesn't reply on anyone to feed her what she needs to learn she uses the students to determine what she needs. I can relate as well because often I use the needs and assessments of my students to drive my instructions and personal growth in the classroom.

I think that can be beneficial for collaboration as well. If educators come together with the needs of their students to collaborate on ways to grow themselves it would be better and more effective. Another component that I think would make collaboration effective is if the interest of collaborations came from the educators ad not the people higher up. People who are actually on the ground, in the class room, and making a difference from the inside out.

Considering the video one take away that I am going to try to implement is having the assistant and principal be ain on the PD/PL sessions as if they were a teacher so they can see for themselves what we experience. My hope is they will see some of the aforementioned needs and want to facilitate change as well.

Andrews, T. M., Leonard, M. J., Colgrove, C. A., & Kalinowski, S. T. (2017). Active learning not associated with student learning in a random sample of college biology courses. CBE Life Sciences Education, 10(4), 394–405. http://doi.org/10.1187/cbe.11-07-0061

EdCan Network Le Réseau ÉdCan. (2016, May 19). Innovation that sticks case study - OCSB: Collaborative professional development [Video file]. Retrieved from https://www.youtube.com/watch?v=iUusuw-xdr4&feature=youtu.be

Goodwin, B. (2015). Research says/does teacher collaboration promote teacher growth? Educational Leadership, 73(4), 82–83. Retrieved from http://www.ascd.org/publications/educational-leadership/dec15/vol73/num04/Does-Teacher-Collaboration-Promote-Teacher-Growth%C2%A2.aspx