Risk+Taking

Morauski - PBL draft


 * 11/6/11**


 * Attached is my rough draft. I'm not using the research articles that I originally selected because they are focused on encouraging teachers to be risk takers but did not include the component of using Professional Learning Communities as reform. Instead I've included 2 links below that speak more directly to the effectiveness of PLCs to encourage innovation and risk taking.**


 * [|A View of professional learning communities]**

PLCs offer a promising tool for system-wide change and collaborative mentorship in public schools. Implications for collaborative mentorship within PLCs are uncovered in relation to the professional learning of teachers and leaders and their community development.

[|Encouraging Teachers to be leaders]

Building principals influence teacher leadership in their schools. By their words and actions, they discourage or encourage and motivate their teachers to be effective leaders. The ability of a principal to encourage and motivate leadership capacities in the building is critical for educational reform and collaboration. As administrators recognize the importance of the role teacher leaders play in their schools, they can also benefit from understanding the perspectives of teacher leaders with whom they work. The purpose of this article is to share the voice of teacher leaders so that administrators can effectively motivate teachers to be leaders in their schools.


 * How can we encourage more design and greater experimentation and risk taking?**

The issue at Hickory Ridge HS in relation to risk taking and innovative teaching, has teams on both sides of it.

On one side are the seasoned teachers who have the attitude of "if it ain't broke, don't fix it" - and they truly believe it "ain't broke". These teachers value community relations and tried and true procedures. They are not being pushed to make changes by the principal so they continue to hold to the status quo. Most likely they are also afraid of change and worry they will become obsolete....hope I'm not reading too much into it.

On the other side are the new hires. This group of teachers feel like kids looking through the window of a candy store but not being allowed to go in. They see all the technology, realize the school has a fantastic base of parent support, understand the school's position as a step up the social ladder, and mostly comprehend the superintendents desire to move HRHS to the forefront as a technology leader.

Both sides are frustrated! An idea from Chapter 5 in our Inclusive Educational Administration text jumps out at me. The superintendent should use Principled Negotiation as a way of mediating both groups. I really believe until he gets everyone (or at least the majority) of teachers on board for change - there will be NO change. Or at least no change with the current staff. Sitting down at the table can help all parties understand the resistance to change and the need for it. This type of negotiation begins to create an atmosphere for open and honest communication. Teachers must feel secure and respected before they are willing to take risks.

I found the following articles helpful with the notion of innovative teaching and risk taking:

[|Teachers as Agents of Change/Collaboration]

[|Implementation of Large Scale Innovation Programs in Schools]

[|Teacher Organizational Citizenship Behavior]

[|School Reform][|The Meaning of Teacher Leadership in School Reform]