ESLetter

March 2006

Lawrence Edwardson

              Many of the 16 Equipped for the Future Standards are regularly practiced and learned in the Reflective Teacher Project here at City College.  I have been involved with the project since its inception and have had the opportunity to see the standards in action in the various groups that I have facilitated.  If we are to use these standards in our curriculum, the inquiry groups provide effective opportunities to practice these important skills.

              “Read with Understanding” is demonstrated as we read articles that focus on reflective teaching by authors such as Parker J. Palmer, Carol R. Rodgers, Steven Brookfield, and Samuel H. Scudder among others.  The readings are thought provoking, challenging to our assumptions and lead us into discussions about learning that give us new insights into how students and teachers learn.  It is valuable to gain different perspectives from group members on what they have read.

              “Convey Ideas in Writing” is practiced in each of our meetings as we write our feedback on the meeting.  The feedback might include interesting points from the meeting, what was helpful (or not) about the process and ideas that a member would like to incorporate into his/her classroom practice.  Also the facilitator and one of the group members records the suggestions offered to the Focus Teacher (the teacher who brings his/her issue).

              “Speak so Others Can Understand” is done effectively as there are many opportunities for group members to question the Focus Teacher to insure clear communication.  Also the facilitator meets with each Focus Teacher before they present their issue at the meeting to help frame the issue so that teacher is prepared to speak to the group. 

              “Listen Actively” is one of the hallmarks of the Reflective Teacher Project.  The discussion is structured for periods of talk and silence by the Focus Teacher and the group members.  Turn taking is managed by the facilitator.  The empowering experience of one teacher having the group listen to his/her presentation or a puzzling incident from his/her day in the classroom is profound.  It is a valuable practice that is useful in all relationships.

              “Observe Critically” is a skill that group members practice in the meetings and learn to use in the classroom and in everyday life.  During the description phase of the meeting the group members ask detailed questions to unpeel the layers of the issue.  In the classroom group members learn to observe themselves and their students and ask themselves, “Why am I teaching this?” or “Why are my students doing that particular behavior?”

              “Use Math to Solve Problems and Communicate” is demonstrated as the inquiry cycle which we use in our meetings which consists of description, interpretation and intelligent actions, was designed by John Dewey who was a mathematician.  As we were presenting our work during a workshop at the last Flex day, one of the attendees who is a Science instructor exclaimed, “I had an Ah Ha moment.  What are you are describing is the scientific method!”

              “Solve Problems and Make Decisions” is an important part of each meeting.  A caveat is appropriate here.  Participants are encouraged to listen to the Focus Teacher’s issue without attempting to “fix” the person.  Sometimes one only needs to be listened to and that is enough.  The structure of the process trains the members to listen and offer suggestions and leave the decisions up to the Focus Teacher who may accept or reject them.

              “Plan” is an a skill that the group learns as we determine dates of meetings, norms of the group, choose Focus Teachers, recruit new members and train new facilitators.  We plan agendas, and the time for each phase of the inquiry cycle.  We check in with the past Focus Teachers and the next meeting to see who his/her plan of action is progressing since the last meeting.

              “Cooperate with Others” is a vital part of all we do in the Reflective Teacher Project.    As we meet together, the isolation that is so natural to our profession is broken down.  We see that our struggles are common and learn to come to each other’s aid.     We draw from the scores of years of experience that each group offers and are much better people for our common effort.

              “Advocate and Influence” is a skill that has yet to be fully realized.  The potential for institutional change is available to us at the grassroots level if we will accept the challenge.  Some of our facilitators went to the “Teacher Inquiry & Equity Conference” in Berkley in January of 2005.  One of the inquiry groups that presented was structured in partnership with the administration to recommend institutional change each year.

              “Resolve Conflict and Negotiate” is another standard that could be developed.  What if the Union and the Administration were to use the inquiry cycle to deal with budget issues or employee grievances?  I think the potential for this is intriguing.

              “Guide Others” is a skill that we are learning.  The Reflective Teacher Project is a wonderful opportunity for new teachers and veteran teachers to receive encouragement and new perspectives on learning.  The camaraderie we experience is empowering.  I find that I can offer my ignorance by asking a question that gives the Focus Teacher an opportunity to look at the issue with new eyes.

              “Take Responsibility for Learning” is a vital part of the project.  Each member is committed for two semesters and is expected to be punctual and ready to fully participate in the meetings.  Each group becomes a community of learning and seeks for ways to build up each member.   There is a sense of accountability to each other that is built into the group.

              “Reflect and Evaluate” is at the core of the project.  The reflection goes on and on, before the meeting, after the meeting, in the classroom, and in our daily lives.  We learn to step back from our situation and view ourselves and others, differently.  We dare to ask questions and live in the questions, knowing that the question may be more important than the answer.  We learn to appreciate, rather than fear evaluation, because our friends, who have listened to us, are the evaluators.

              “Learn Through Research” is done as we read reflective readings.  Also we test out the suggestions that our group members offer to us.  As we experience of the benefits of reflection, we search for more opportunities.  Last summer I had the wonderful opportunity to attend the Summer Institute at the School for International Training in Brattleboro, Vermont which is the school that developed The Teacher Knowledge Project, upon which our reflective Teacher Project is based.    This is the school where the original Peace Corps training was developed.

              “Use Information and Communication Technology” is another Equipped for the Future Standard that has yet to be realized.  When I was part of the Teacher Knowledge Project with San Francisco Unified School District we had a list serve.  The facilitators posted their questions and reports on this list serve which was connected to the School for International Training.  It was encouraging to get help from those who had pioneered this project and had years of experience with many inquiry groups.

              The close connection between the 16 EFF Standards and the Reflective Teacher Project is very evident.  These standards can be used to demonstrate measurable growth in members practice during their participation in the project.