Table Of Content

©EMI SPECIAL ISSUE VOLUME 24, NUMBER 4 1993 Aco-publicationoftheOntarioInstituteforStudies Progressive Approaches to Professional Development inEducationandNelsonEducationalServices Guest Editor: Wayne Seller EDITORIALOFFICES: ORBIT 252BloorStreetWest Toronto,Ontario,M5S 1V6 1 Professional Development in the ’90s: Introduction AESDSITIOSRT:ANHTeaEtDhIeTrORB:erDkoenlneayHutchins Wayne Seller EArDdIrTaORCIoAlLe,BGOeARoDr:gePaDuelia,BDoauvreneH,unAt,myClCaraeseKyo,snik, 2 Creating a Culture ofChange: AWorkinProgress ArthurKruger,HowardRussell,ValRoss,RuthScott, NinaBasciaandPaulL. Shaw MarielleSimon,IanWinchester graphicdesign:HelmutW.Weyerstrahs 5 Moving from Prescribed to Personal Pedagogies typesetting:AmheimTypesetting&Design TeachersasClassroomResearchers Printedandboundin Canada SharonM.Abbey byWebcom onrecycledpaper 8 Professional Sharing and Teacher Growth Recommendations forIn-ServicePresenters SUBSCRIPTIONRATES: $32.10persubscriptionyear(4issues).Incl.7%GST JohnA.Ross Toorder:Mailchequeormoneyorderto 10 Changing Times, Changing Needs ORBIT P.O.Box10,StationF Professional DevelopmentforSchool ImprovementTeams Toronto,Ontario,M4Y2L4 Wayne Seller PFahxo:ne(:41(64)166)966-9262-623295 12 The Relationship Between Strategic Planning and Professional Development SecondClassMailRegistrationNumber4511 ISSN0030-443304 DenisHache 15 Site-Based Management and Professional Development Identifying theConcerns LindaR. Grant NOTES FROM THE DIRECTOR 17 Learning from Experience ProvidingOpportunitiesforReflectivePractice This issue ofOrbitdeals with another subje—ct ofcentralimportanceforOntarioeducators LynneHannayandMichaelMahoney ptrheofneesesdiotnoarletdheivnekltohpemceonntceipnttahnedcporanctteixcteooff 20 An Organic Approach to Change continuing financial constraints. Our Guest HolisticEducation andProfessional Development Editoris ProfessorWayneSeller, Head ofthe JackMiller OISENorthwestern Field Centre inThunder 23 Bay. Building a Vision: The StaffDevelopmentCouncil ofOntario Increasingly education and training occur JoanneZywine outside schools in employment settings. We haveagreatdealtolearnfromeachother, and 25 Partners in Professional Development: TheOISEFieldCentres school-employer (public andprivate) collabo- ElizabethSmyth ration is essential. Similarly, university research in education should reflect teacher 27 Taking Charge ofChange needs and the results ofresearch must find theirwayintoclassroomsquickly. StaffDevelopmentattheLakeheadBoardofEducation Thearticlesfeature someoftheinnovative ErnieDojackandMarilyn Gouthro programs that are being introduced through new partnerships among teacher federations, 29 A School Board Consortium business and industry, school boards, and the TheKawartha & DistrictLearning Institute Ministry ofEducationandTraining. Also fea- JohnH. MacDonaldandJohnMartyn tured is the special contribution of the OISE FieldCentrestoprofessionaldevelopmentand 30 TVO’s Professional Development Programming totWheeseemergingpartnerships. for Educators arepleasedtocontinue thepartnership thatOrbitisfosteringamongclassroomteach- RitaKarakasandHelen Coltrinari etrosr,s.scWhoeolwaedlmcinoimsteraytooursr,caonmdmteenacthseroendutchai-s 31 The Learning Partnership issueandanyothertopicswecould explorein Lori Cranson thefuture. ArthurKruger 32 The National Institute ofNorthern Telecom HowardFluxgold ORBIT Four Special Theme Issues 1994 for Only $32.10 ORBIT Four Special Theme Issues 1994 for Only $32.10 Professional Development in the ’90s INTRODUCTION Professional development is an area of Grant of the Ontario Public School education that is receiving serious Teachers’ Federation, focus on profes- appraisal. Whilethevalueandnecessityof sional development issues caused by ini- educators engaging in ongoing improve- tiatives such as site-based management. ment of practice appears to be widely A three-year professional development accepted, the need to commit time and project aimed at enhancing teacher money toensurethatthiscontinualgrowth reflective skills is described by Lynne is undertaken is less enthusiastically sup- Hannay of the OISE Midwestern Centre ported. Consequently, the concept and and Michael Mahoney of the Waterloo practice of professional development are Region Catholic School Board. Then undergoingachange. Jack Miller of the OISE Niagara Field In the past, professional development Wayne Seller Centre explores the concept of profes- was associated with (often imported) Head, OISENorthwestern Centre sional development from a holistic cur- expertise which was presented to educa- GUEST EDITOR riculum perspective, drawing on the tors through workshops or guest speaker experiences of schools in three Ontario activities held on special days when the boards. students remained at home. While re- commonplace as additional vehicles for The third section looks at some exam- search indicated that these practices did learning and communicating among pro- ples of co-operation in action. Joanne very little to bring about significant fessionals. All of this will be supple- Zywine from the Halton Board of Educa- change in classroom practice, it was also mented by strategies for professional tion presents a profile of members of the discovered that better results could be development which extend the impact Staff Development Council of Ontario. A realized if a few basic principles were and implementation of learning from unique form of collaboration between a applied to the professional development workshops and other traditional activities university (OISE), through its province- process. The expertise and individual and make schools learning places for wide network ofFieldCentres, and school needs oflocal educators needs to be rec- everyone in them. boards is featured in the article by Eliza- ognized and addressed. The process has This issue of Orbit provides glimpses beth Smyth who works in the OISE to be ongoing and cumulative, rather into the future. The first section focusses Northwestern Field Centre. Partnerships than disjointed. Besides workshops and on teachers and the changes they face. between school boards can take different speakers, the process has to include time Nina Bascia, of the University ofToron- forms and address regional concerns as and opportunity for reflection and deci- to, and Paul Shaw, ofthe Ontario Teach- shown in the articles by Ernie Dojack and sion-making associated with what was ers’ Federation, describe the “Creating a Marilyn Gouthro from the Lakehead learned and how it would be applied. Culture of Change Initiative” and show Board of Education and John MacDonald Given the present climate and economic how the innovative use of technology from thePeterborough BoardofEducation reality, all of this must be done within a can open more doors for teacher profes- and John Martyn from the Peterborough- context of severe financial restraint and sional development. Sharon Abbey of Victoria-Northumberland and Newcastle growing concern about whatchildren are Brock University provides acourse facil- Roman Catholic Separate School Board. learningand how theyare learning it. itator’s perspective on the personal jour- The lastthreearticlesprovideaglimpse What professional development will ney undertaken by individuals who strive of a different aspect of the future. Rita look like in the future is uncertain. Yet it to examine and understand their own Karakas and Helen Coltrinari of TVOn- is already much different from what it beliefs and practice. There is advice for tario’s Learning Solutions Group show was even ten years ago, and some of the presenters from John Ross, a field devel- how television can be an integral part of new characteristics seem to be emerging. oper at the OISE Trent Valley Centre, the professional development process. Partnerships, consortia, and co-operatives who speaks to the need for teachers to Lori Cranson of the Learning Partnership offer the chance for various organizations meet with one another to share their provides a snapshot of this organization to share and pool resources and expertise. experiences. which links education, business, and the These partnerships often cross traditional The second section broadens the dis- community. Finally, Howard Fluxgold of lines ofdemarcation asbusiness, industry, cussion to the school level. 1 report on Northern Telecom discusses one indus- and education realize that they have more the experiences ofa school improvement try’s involvement in teacher professional in common regarding professional devel- team as it undertook the facilitation of development through its National Insti- opment than they thought they had. Pro- change. Denis Hach6, of the OISE Cen- tuteprogram. fessional development will also become tre dc rcchcrchcs cn education du Nouv- Professional development is undergo- embedded in theeveryday lifeofa school cl-Ontario, shows how strategic planning ing significantchanges. We hope that the and no longer be a separate activity, dis- can be used to assist in managing change articles in this issue of Orbit will give sociated from what schools do on a daily in an organization. Some results from a you some ideas and insights into the basis. New technology will become more province-wide survey, reported by Linda nature ofdialchange. ORBIT 1 pre-service year has ended, a teacher is expected toknow how to teach. The content of post-certification is selected and a Creating Culture delivered by outside “experts” either back at the university or in a workshop format (Cochran-Smith & Little, 1992). Learning is seldom collegially shared ofChange and supported. The structure ofteachers’ work in schools has not been conducive to their professional development or sat- isfaction, nor has it taken into account the importance ofteachers’ contributions A Work Progress to program coherence and delivery at the in school level. In this article, we will describe the work underway with the Creating a Culture of Change Initiative. This initiative has Nina Bascia organization. Programs and curriculum arisen from the Ontario Teachers’ Feder- are developed by the Ministry of Educa- ation’s desire tochange the images ofthe ConsultantandEvaluator, Creating tion and Training and school board teaching profession asdescribedabove. a Culture ofChangeInitiativeand administrators and specialists; teachers Educators who work in schools that Professor,FacultyofEducation areexpected to implementwhathas been are learning organizations are better able UniversityofToronto planned for them. In the school, teach- to provide improved learning conditions Paul L. Shaw ers’ and administrators’ work are accom- for students (McLaughlin, 1993). Educa- plished in isolation from one another. tors who belong to “professional commu- Co-ordinator, Creatinga Culture of Co-ordination and program decisions are nities” that form along common interests ChangeInitiative, Ontario Teachers’ made by administrators without the and concerns across school boundaries Federation involvement of classroom teachers. are able to acquire important pedagogical Teachers have little opportunity to con- and organizational skills that may not be As one travels from school to school struct or evaluate programs and often accessible at their own sites (Lichten- across Ontario, one forms certain images feel their work is inadequately support- stein,McLaughlin, & Knudsen, 1992). oftheteachingenvironment. ed. The Creating a Culture ofChange Ini- — — tiative helps Ontario teachers establish One a fragmented and fast-paced Three isolation in the workplace. professional communities within schools teaching schedule. Teachers arrive at Teachers have had few opportunities to and across schools in the province. The school each morning, prepare lessons learn from the experience ofother educa- “3C’s” Initiative provides skills training and classrooms, meet with students, and tors or to share their own experiences, in collaboration and communication, and fulfil other supervisory and administra- either within their own schools or with the technology a—nd opportunity to prac- tive duties. There are classes to instruct, teachers from other schools. Time, space, tise those skills so that teachers can students’ social needs to respond to, par- and strong norms of privacy all conspire form and maintain a variety of profes- ents to meet, and extra-curricularrespon- todiscourage sharing,collaboration,anda sional communities that are useful to sibilities. Teachers can seldom find time sense of collective responsibility (Huber- them. These communities are sources of to question, reflect, dialogue, or plan man, 1993; Little, 1990). practical, social, intellectual, and moral with eachother. — support and of professional identity for — Four teachers’ professional education teachers. They can be formed around Two a hierarchical and bureaucratic as a series of discrete steps. Once the shared responsibility for students, a com- 2 ORBIT mon philosophy or disciplinary dis- development of a new school program. where time will be made to inquire, dia- course, or a common concern. They may Collaborative work takes time, skill, logue, and reflect on a school-by-school be school- or department-based or extend guidance, practice, and a serious recon- basis. Administrators and teachers from across longdistances. The Initiative legit- sideration of the hierarchical and frag- each ofthe25 schoolshave hadan oppor- imizestheexperienceofteachers andrec- mented nature of some long-standing tunity to explore what it would take to ognizes and develops their collective professional relationships. develop a successful initiative in their professional commitment. By taking Facilitation is a complex and challeng- workplace cultures. The teams then had advantage of telecommunications tech- ing new role for many teacher-facilitators, an opportunity to work together to nology, distance becomes a resource at involving group process, consensus build- explore the possibilities ofengaging their the same time that teachers’ sense ofiso- ing,vi—sionbuilding,andconflictresolution colleagues in a process that would be lation is diminished. skills well beyond the consultant, men- grounded in student need and would hon- Since January of 1993, the 3C’s Ini- tor, and coaching roles that many experi- ourtheadultlearners ineachcommunity. tiative, which is funded by the Ministry encedearlier in theircareers. Considerable In nearby Orleans, Ecole Secondaire of Education and Training and adminis- emphasis has been placed on training and Gameau and Ecole IntermedaireJLeo D. tered by the Ontario Teachers’ Federa- working to establish a “professional com- Cote are working together with OTF tion, has been available to teachers who munity” for the facilitators themselves. A facilitator Bernard Roy to establish a are interested in seeking their own solu- facilitator mus—t discover how a school common approach to the Transition tions to the problems of teaching and really “ticks” its history, culture, per- Years. Teachers from both schools meet learning. Trained facilitators help teach- sonalities, programs, and enduring issues on aregularbasis toestablish aco-opera- ers andothereducatorsbegin the process and develop a trusting relationship with tive plan whereby all teachers involved of reflective, collaborative work in their school teachers and administrators. Facili- will interact with their peers to provide schools. A computer network allows tators are gratified when a school staff the best pedagogical approach. This year teachers to share program and instruc- begins to work together on the important the staff continue their collaborative tional strategies across school settings. issues, because tremendous energy is quest with particular attention to teach- And the Initiative also informs educators released and potential opens up for further ing training, the development of peda- about the potentials of collaborative changeandgrowth. gogical strategies, the involvement ofthe work by promoting innovative program community, and student participation. ideas across the province through print Examples of School Initiatives The project is strongly supported by the and other media. principals butis teacher-driven. Teachers and principal at Algonquin School, Thunder Bay, are focussing on School-based Initiatives The Electronic Network “mathematizing” theirelementary school. Over 80 school-based change projects Their initiative began with discussion The 3C’s electronic network responds to began during the Initiative’s first year of about the issues surrounding the teaching teachers’ needs to communicate with a operation. These are located in elemen- of math. More recently, there has been a larger and more diverse group of educa- tary and secondary, public and separate, move towards inquiry where the basis of tors than just the staff at their own English- and French-speaking schools their talk is actual classroom experience schools. The network minimizes time across the province. Facilitators work to and children at work. This process is and space constraints, including teachers help teachers identify a project that is enabling the teachers at Algonquin to in remote areas and allowing busy teach- meaningful to a significant number of take charge of their professional growth ers to check in with their colleagues as school staff, and then aid—in the process and to build a professional community their work schedules permit. Reading of carrying it through conducting within the school. What is powerful and contributing to focussed English, research, setting priorities, sharing about the Algonquin story is the signifi- French, and bilingual “conferences” responsibility, establishing new lines of cant amount of time put aside for dia- allow teachers to establish “professional communication across the staff. Facilita- logue and the fact that it is sustained and communities” around issues and topics tors help teachers and administrators focussed. they find important. developcollaborative working skills. In the Carleton Board, near Ottawa, Any Ontario teacher who has a com- The 43 trained OTF facilitators work another initiative is just commencing. puter, a modem, and access to a tele- to help link teachers with resources and Twenty-five schools face the daunting phone line can link into the electronic information outside of their schools, but task ofbeginning to implementoutcomcs- village. The network utilizes “open sys- their major tasks are to remind teachers based learning in the context of the Com- tems” so that users can connect to exist- of their own competence and to help mon Curriculum. OTF facilitators Lynn ing on-line libraries, databases, and other them develop their own leadership skills. Barber and Janet Lamoureux have communications systems. Over 4,000 Because many principals wish to work worked with Shelley LaCroix-Wilson and teachers, school and board administra- collaboratively with teachers but few Bonnie Stevens (Eastern Program Advi- tors, and other educators from across the have experience with such dynamics, sors) to design a process that enables province are signed up for participation facilitators must also support principals’ those entrusted with the task to ensure on the electronic network, and the vol- learning ofnew skills and behaviours. In that all teachers have an opportunity to ume of messages increases every month. most cases, school staffs discover that have some ownership. The process of Participants discuss such issues as Tran- much more is involved than the simple implementation will be a learning process sition Years, evaluation and assessment. ORBIT 3 technologies across the curriculum, envi- ofthe work of the 3C’s and this body of teachers, rather than Initiative staff, ronmental and global education, second knowledgeandexperience. determine what issues are important and language instruction, formative years, The communications aspect of Creat- which directions are worth pursuing. conflict resolution, school leadership, ing a Culture of Change provides teach- Teachers, not academics or other outside and teacherresearch. ers with a series of print, video, and experts, co-ordinate the Initiative and The quality of discourse is becoming television materials. The newsletter serve as trained facilitators and electron- increasingly complex asparticipants gain Teachers in Charge/Lesprofs a la barre ic network moderators. And both facili- confidence and experience with the encourages teachers to share informa- tators and electronic network moderators medium. Some typical examples ofmes- tion, experiences, and successes. Flyers are widely available to teachers across sages follow. and posters encourage teachers to regis- the province, not just within a single ter and get involved. A partnership with board or region and not just to a select “Has anyone developed telecommunica- TVOntario focusses on the celebration of few pilot sites. Components are comple- tions projects for native studies for their classes?Ifso,I’dbeinterestedinknowing school initiatives and on the process of mentary: the facilitation component is whatyou’redoing. Thanks.”(JanetJordan change through skill-building activities. predicated on the belief that teacher in the Native Studies computer confer- A series of radio interviews and articles development is most effective, and col- ence) in newspapers has been produced to laborative work most necessary, when it h“aAvneysbueghgaevsitoironaslfporropubtlteimngssotrudewnhtsowahroe iannfdoramctitvhieticeosmmtuhantitayreohfatphpeecnhiannggeisn cstoundceenrtnssinthaesrcehaolo,l.imTmheediealtecetrnoeniecdsneot-f attention deficit in charge of their own schools. work allows teachers to interact with a behaviour without the climate of the More informally, resources are made larger and more diverse group of educa- wholeclassbeingsacrificed?”(SherylLit- available to school-based projects by tors than just the staff in their own tle in the Students in Charge computer 3C’s facilitators and to network users by schools, permitting the possibility for conference) themoderators andotherparticipants. extended relationships based on more “In Grey County we have recently As Creating a Culture of Change be- personal or specialized interests. The changed the focus of our parent groups. comes more visible to educators across communication strategy seeks to model Thegroupsreferredto as SchoolAdvisory the province, the purpose of the commu- and demonstrate for all ofthe profession Councils are composed of parents, staff, nications component begins to change the learning and discoveries that emerge AND business, police, service clubs and from promotional to educational. More from the school sites and electronic net- other reps. The idea is to start to build a and more we are looking to change atti- work. sense oftrust and partnership. There is an tudes and beliefs through the modelling Unique by way of its emphasis on African proverb that says, ‘It takes a vil- and demonstration of fine examples of grass-roots participation and its three lage to raise a child.’ The proverb is the collaborative enterprise from across the complementary strands of emphasis. peclsoismsephnuc.te.e.r”ofc(oJwnihfmaeDrteanwwcese)oanreintrtyhiengCotommaucnciotmy- ptruorveinCchea.nSgimeulptearnseoonunsleyl,aCrreeabtuiingldainCugl-a Csryesatteimincg cahaCnuglet.urIet iosfhCarhdanfogreaisgrtoiuepd otof unique body of knowledge about work- teachers to build a collaborative enter- “Learned helplessness is a concept that placeculture,classroom inquiry,teachers’ prise if the principal is not willing or goes way beyond the classroom. It’s a professional learning, and constructing able to support the work. It is difficult self-perception fostered by the family and knowledge on an electronic network. To for a principal and his or her colleagues twihrmeoptamecetidnoifhaiasn.x.e.iaeratlyycuodlnatyubsrraalaibntohfuiutnngca.tnxiSioeentilyni.ggTmahanend tmchruiensaisecinandtg,ilyodninfefsectrerisanstgaergpyiue.bslEiaxcraaetmipbolenecssoamnoidfngcthoeimsn-e- btooabrudiladdmcinoimstmroantiopnurapnodseorilfoctahlefsecdheoroal- social skills is critical to attention, memo- tion are not actively supportive of these ry, and motivation. Many people are just include a forthcoming partnership with endeavours. In many ways, the Ontario nleoatrnaiwngarsekilolfs iistscponofwierrm.edItbsyirmepsaecartcho.n” tAhesIpnesctiitaulteedoiftCiuolntuorfaltAhfefiarirmsaCgaanzaidnae. Tteiaoncehde,rsb’eFiendgernaetiitohneristuhneiqMuienliystproys’is- (Trish Lorraine the Evaluation computer Edges, entitled “Creating a Culture of agent, nor the bargaining agent, nor the conference) Change,” will be made available to every trustees’ agent to promote such a sys- teacher in the province. This successful temic andcollaborativeventure. Communication partnership-in-the-making is an example of the type of complementary relation- Although work in the field has been in ship that OTF seeks in supporting the Implications: Early lessons progress forlittlemore thana year, much workofCreatingaCultureofChange. Although this initiative has only been is already being learned by Initiativepar- active in the field for little more than a ticipants. Itisclear thatthere is consider- Conclusion year, patterns of experience are already able potential to build a unique and beginning toemerge.Forexample: much-needed body of information about The 3C’s Initiative is one example of a what is working across the province in broad trend in North American schools 1. Learning, for adults and for children, terms of collaboration, facilitation, to increase teachers’ capacities to control requires sustained, meaningful, and change, the culture ofthe workplace, and their own professional development and caring relationships withothers. the construction of professional knowl- to make more informed decisions about edge through theelectronic network. The what occurs in their own schools and 2. Traditions of privacy and isolation purpose of the communications compo- classrooms. What is unique about the among teachers can be replaced by nent is to inform the teaching population 3C’s Initiative is the extent to which sharedownershipofissuesanda desire 4 ORBIT to work together as colleagues. Such 6. A sizable and growing number of Cochrane-Smith, M., & Lytle, S. (1992, May). workisoftendifficultandrequiressus- educators require the assistance of Communities for teacher research: Fringe or tainedtimeandeffort. communications available through Hubfeorrmeafnro,ntM?.Am(e1r99i3c)a.nTJhoeurmnoaldeolfEodfuctahteiionnd.epen- electronic media to acquire the infor- dent artisan in teachers’ professional relations. 3. Teachers are willing and able to share mation necessary for change. Teach- InJ. Little&M. McLaughlin (Eds.), Teachers' responsibility for the operation of the ers are willing and able to create work: Individuals, colleagues, and contexts. paslcnahdno,oilcm.opnrTsothrveuecytt,aeraiecmhpailbnelgmeepnrttoa,ctreievcsaeelsauraactnhed,, stohprhoiusgthitchaeteudseloefartneicnhgnocloogmym.unities LichJNst.ieeon(nws1at9leY9io2knr),nk.o:Gw.TlT,eeeadaMcgcchehLe.earruIsgenhCmloApil.onlwe,LgeieMer.bmPereerWnsm.sta.n&an(dKEdn.pu)rd,osfTeehnse,- procedures. 7. Creating aCultureofChangeisbegin- changing contexts ofteaching. Chicago: NSSE ning to develop a unique to Ontario Yearbook,UniversityofChicagoPress. 4. Teachers are willing and able to work school-based body of knowledge that Little, J., (1990). The persistence of privacy: with the community to build a com- encompasses facilitation of teacher- Autonomy and initiative in teachers’ profes- mon vision and undertake acollabora- based initiatives, moderation of teach- sional relations. Teachers College Record, 91(4). tive initiative. er-networked educational conferences, Little,J. W. (1992). Opening theblack boxofpro- and the ability to build collaborative fessional community. In A. Lieberman (Ed.), 5. Lack of time for reflection and con- learningcommunities. The changing contexts ofleaching. Chicago: versation is a serious impediment to NSSEYearbook,UniversityofChicagoPress. building collaborative workplace cul- McLaughlin, M. (1993). What matters most in tures. Consideration has tobegiven to RBaEscFiEa,RNE.N(C19E9S4). Unionsin teachers’ professional MtecaLcaheurgsh’liwnork(Epdlsa.c),eTceoancthexetr?s'InwoJ.rkL:itIUnedi&vidMu.- site structure of the school day and lives: Practical, intellectual, and social con- al, colleagues,andcontexts.NewYork:Teach- school year. cerns.NewYork:TeachersCollegePress. ers’CollegePress. Movingfrom Prescribed in order to take my rightful place on the learningcontinuum beside the others. to Personal Pedagogies Emerging Themes from Conversations and Journal Entries 1) The ElusiveNature ofResearch Questions Teachers as Classroom Researchers — Sharon “I began to wonder whether we wouldevergetthisprojectofftheground." Identifying a relevant classroom inquiry Sharon M. Abbey We met weekly for intense conversa- was a challenging, unfamiliar task for tions in my living room. Over time, we these teachers who viewed themselves as Lecturer formed a trusting, reciprocal bond and curriculum-deliverers rather than as the- FacultyofEducation,Brock University grew asacommunity oflearners whoem- ory-makers or curriculum-builders. For St. Catherines, Ontario powered each other to undertake a series the most part, they were locked into the ofsuccessful action research projects that mode of “how to teach” a skill or con- This article charts the three-yearcollabo- made a difference for both our students cept rather than “how to investigate” a rative experience of eight women who and ourselves. These projects focussed curriculum component. They did not see enrolled in additional qualification on such topics as mentorship with a how theory and practice could be con- courses for junior education. As course beginning teacher, holistic methods and nected or how this connection was rele- facilitator, I invited participants to share implementation, an integrated model for vant to them. in the design ofthis course and I encour- spelling, whole-language accountability, In the end, the teachers seemed sur- aged them toposeproblems, identify dis- group interaction strategics, effective prised that their project—s all involved an crepancies between theirbeliefs and their programming for attention-deficit stu- clement ofjustification preiving some- practices, and connect critical analysis dents, and independent writing skills. thing to themselves. I pointed out dial it with experiences of actual classroom Our dialogue allowed us a glimpse of was certainly legitimate to focus their phenomena. I encouraged them to chal- the subjective side of self and others that action research on themselves and how lenge the routine status quo, and attempt is usually concealed from public view - they were changing as a result of their to make visible something they had ourhopes, frustrations,insecurities, ideals, classroom research as well. Although taken for granted about their teaching disappoinUnenLs. In this way, theory was they set out to change a part oftheir pro- and learning. Throughout the course, forced to share the floor with personal gram or their students' behaviour, their each member was also encouraged to knowledge (Florio-Ruane, 1991), and I research had a significant impacton their keepreflectiveobservations in ajournal. wasable tostepoutofmy role as“expert" own actions and attitudes. ORBIT 5 2) Confrontingthe PowerHierarchy to unleash the possibilities within our- Journal writing was approached with Carolyn F. —“Ilikethe feeling thatthere selves, torefuse thesilences,andtocreate much reluctance by everyone at first. isnorightorwrong waybutjustwhatever new knowledge. Ironically, the journal became the place works for you and your students. That’s where everyone privately vented their how it should be, but many teachers are 3) ImageofSelfasan Empowered concerns about journalling. Over time, afraidto takethatstand.” Learner however, they began to describe class- — room events, to identify and explain new Ifwe were to truly establish areciprocal, Kelly “I amnow willing to admitwhen insights, and to decide how to change or collaborative learning partnership, I had I don’t know and to seek answers by ask- revise classroom actions. Through their to provide the modelMbyygiving up con- ingothersinthegroup.” reflective writing, these teachers eventu- tngreoottlteisnogfre“tvohefefa-latrgmaeycnkd”caoa.nncdernonteta“hraalctycwojmeopulwriensrahle- “Atmyf”irsste,leocutredcroenavdeirngssa,tiaonndstcheengtrroeudpoonf aa5lc)ltyiownse,reanadblientteontcioonnnsecatndthetiorubneclioevfesr, iatrnnugds”tutwnhhoearcgtaonImimezixeptde.mcetInedtw.aosfI tnohofettseesnutrfeeealctIhgecuroisullttdyo otfeefascsthheeedirrtshaastbeitlehimteeyydawsdeersfecehn“osnlioavtresg.aonoSddodmroeeuabdcteofrnus-l” tocthohpeopimiorcraetkisume.npiltciricietisitctatolh,eeocxrraiemeaitsi.nveeJ,otuhaernnsdaelldsfeilonifbfoeerrrdaeetdre keep themselves structured and on-task. because they found the journal articles Although I encouraged the teachers to slow to process and difficult to under- qtuaikteeopwrneeparrsehdiporosfkitlhleedcoaturgsiev,inIgwuapsnt’hte smtoarned.skTihleleydaasnsdupmreodfictiheento.thHeorwsewveerre, KPeelelry,—Sel“fT,haenidsolSattuiodneinstnoValloindgaetritohnere. reins. they became more comfortable when I I have found people who are just as pas- When I shared my apprehensions with pointed out that the materials were sionateandcommittedto thejobasIam.” the group, they assured me that the for- intended as an intellectual struggle and mat was “working” and that they wished thatdiscordanceand upheaval were signs As the group began to validate their own that they were given this kind of control of growth. It would appear that these voices, opinions, and personal assess- ments of themselves as learners, they in their schools. This prompted us to adults learners were just as fragile, inse- uncover stories about how we had all cure, and dependent on authorities as questioned the purpose ofgrades and the bseoemnepprooivnotkiendotuortceaarreserbsy.pArsincaipraelssulta,t yteoaucnhegrssttoudbernetask othfitsecnycalree.anItditsoudpo stoo mmearnictes.oHfocwompvaalriidngisstthuedejnutds’gmpeenrtforo-f the group considered ways to encourage weneed tobegin with ourselves. anotherperson’s learning? Several of the their students to take more ownership of The next week, rather than discuss teachers acknowledged that they felt their learning as well. They decided to readings, I invited everyone to tell us guilty if they did not use test scores. ask students for their opinions about about their day in school. Immediately They felt that their own informed opin- what was working in the classroom and the conversation began to hum and to ions would not be trusted. They did not what needed to be changed. The follow- take on a new dimension of energy and value their anecdotal records as disci- ing week our conversation was filled spirit. It was clearly evident that these plined inquiry. with excitement about the perceptions teachers were much more interested in Recognizing that their own personal and insights of students. They could theconcrete text of their own day-to-day knowledge was typically devalued by indeed show us the way! The teachers experiences than in the theoretical textof school administrators and course instruc- were now challenged to consider how distancedothers. When I pointed out that tors caused these teachers to consider much control they were willing to take the tone of this dialogue was somewhat how seldom they themselves invited stu- for their own learning and curriculum negative, the teachers insisted that this dents into the educational conversation. development. This represented a major was importantto them and thatthere was It is difficult to overcome the hierarchi- leapforall ofus. no other forum available to release these cal mind-set in favour ofa more recipro- We became aware that we were re- frustrations. Criticisms mustbe valuedas cal collaborative framework. Conse- shaping our concept of curriculum and a legitimate analysis of school culture. quently, they challenged themselves to thatmuch ofitwas actually centred with- Eventually, I learned to assign fewer work through their own doubts and mis- in our personal histories and relation- readings and instead suggested that we conceptions about how valid students’ ships. The shared text we created with look for ways of connecting our own impressions of themselves could be by others was in fact our most significant experiences to what we were reading. building questionnaires orsurveys ofstu- curriculum. At the same time, we began From this point on, personal anecdotes dentattitudes into theiractionresearch. to confront the hidden curriculum that became a vital part of our discussions, As evaluation strategies took on more reproduced established power structures the tone became more positive and the of a subjective interactive focus, these and linear ways ofknowing in education- teachers became more concerned with readings less intimidating. al settings and encouraged compliance validating authentic learning “with” their and silenced voices of both students and students rather than making objective teachers. Predetermined outcomes out- 4) Reflection forPersonalGrowth judgments“on” theirstudents. Forexam- — lined in traditional curriculum materials Nancy “If I hadn’t written my reflec- ple, Sandy asked her students what they served to limit our sense of ownership tions, I would not have seen the patterns felt teachers expected of them. Based on and participation in what we learned and that were emerging. I foundmy metaphor theirresponses, she took a harder look at whatwe taught. We challenged ourselves as a ‘touchstone’.” herselfand examined the ways she could 6 ORBIT