Kim Farris-BergIndependent Consultant &Senior AssociateEducation Evolving@farrisbergkim@educationevolving.orgwww.trustingt...
While many school systems pushauthority upwards to administration andaccountability for results downwardsonto individual t...
Trusting Teachers with School Success:What Happens When Teachers Call theShots offers a compelling look at thebreakthrough...
This lively account of what it lookslike in schools that have triedTrusting Teachers is a must read.Deborah MeierSenior Sc...
Trusting Teachers is a fantasticcontribution. We need ways to pressthe case for reform without alienatingour great teacher...
Unleashing the collective wisdom ofteachers is the best hope for improvingour public schools. This provocative,sensible an...
Kim Farris-BergSenior AssociateEducation Evolving@farrisbergkim@educationevolving.orgwww.trustingteachers.org
NCWVILOKAZARALGAFLMOMIPAVASCTXINOHHINMKSORIDNVUTWYMT NDSDNEAKIAMEVTKYLAMSPRMDNCWVOKAZARALGAFLMOMINJPAVASCTXINOHHINMKSORIDN...
Selecting colleaguesTransferring and/or terminating colleaguesEvaluating colleaguesSetting staff patternSelecting leadersD...
What would teachers do ifthey had the autonomy notjust to make classroomdecisions but to collectively—with their colleague...
Characteristics of High Performing Organizations• Accept Ownership• Innovate• Share Purpose• Collaborate• Lead Effectively...
• Innovate• Share Purpose• Collaborate• Lead Effectively• Function as Learners• Avoid Insularity• Motivate• Assess Perform...
Share purpose,which alwaysfocuses onstudents asindividuals, anduse it as thebasis of decisionsaimed at schoolimprovement.P...
PRACTICE #1#2Participate in collaboration andleadership for the good of thewhole school, not just a classroom.
PRACTICE #2#3Encourage colleagues and studentsto be active, ongoing learners inan effort to nurture everyone’sengagement a...
PRACTICE #3#4Develop or adopt learning programsthat individualize student learning.
PRACTICE #3#4
PRACTICE#3#4
PRACTICE #4#5Address social and disciplineproblems as part of student learning.
PRACTICE #5#6Broaden the definition and scope ofstudent achievement and assessment.
PRACTICE #6#7Encourage teacher improvement using360-degree, peer- and self-evaluation methodsas well as peer coaching and ...
PRACTICE #7#8Make budget trade-offs to meetthe needs of students they serve.
Challenges
Arno, Peter. Cartoon. New Yorker 21 Jun. 1941.
Assumptions• Contract negotiationsNo Assumptions• …with who? —OR—• …Yes, for autonomy andaccountability only. —OR—• …Yes, ...
Assumptions No AssumptionsContextCurrent frameworkEvolving Union RoleContextTeachers call the shots• Grievance handling• I...
What do teachers who call the shots need?• Assistance to develop/pitch school proposals to district orauthorizer• Help dev...
• Connections: other teachers calling shots; others using chosenlearning program• Options for students at lower cost/less ...
http://mredwrightbros.blogspot.com/ Retrieved May 20, 2013.
Kim Farris-BergSenior AssociateEducation Evolving@farrisbergkim@educationevolving.orgwww.trustingteachers.org
Trusting Teachers with School Success: What Happens When Teachers Call The Shots?
Trusting Teachers with School Success: What Happens When Teachers Call The Shots?
Trusting Teachers with School Success: What Happens When Teachers Call The Shots?
Trusting Teachers with School Success: What Happens When Teachers Call The Shots?
Trusting Teachers with School Success: What Happens When Teachers Call The Shots?
Trusting Teachers with School Success: What Happens When Teachers Call The Shots?
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Trusting Teachers with School Success: What Happens When Teachers Call The Shots?

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Presentation about the book, as made at the TURN National Meeting in Denver in May 2013. www.trustingteachers.org (Animation not preserved.)

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  • Bravo. If we want to educate students to have shot-calling capacities, then we would want them to be educated by teachers who, collectively, call the shots at their school.
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Trusting Teachers with School Success: What Happens When Teachers Call The Shots?

  1. 1. Kim Farris-BergIndependent Consultant &Senior AssociateEducation Evolving@farrisbergkim@educationevolving.orgwww.trustingteachers.org
  2. 2. While many school systems pushauthority upwards to administration andaccountability for results downwardsonto individual teachers, TrustingTeachers shows us what can happenwhen authority and accountability arebrought together and teachers have aseat at every table.Linda Darling-HammondProfessor at Stanford University School of Education
  3. 3. Trusting Teachers with School Success:What Happens When Teachers Call theShots offers a compelling look at thebreakthrough possibilities of teacherleadership. The next generation ofschools can be places of real innovationand creativity if we will truly trustteachers.Dennis Van RoekelPresidentNational Education Association
  4. 4. This lively account of what it lookslike in schools that have triedTrusting Teachers is a must read.Deborah MeierSenior Scholar at NYU’s Steinhardt School,and 45-year educator in K-12 public schools in New York City(East Harlem) and Boston (Roxbury)
  5. 5. Trusting Teachers is a fantasticcontribution. We need ways to pressthe case for reform without alienatingour great teachers, without turningthem into the enemy, the problem,and the object of our disdain. Thisbook describes one way tocelebrate, engage and empower them.Michael PetrilliExecutive Vice PresidentThomas B. Fordham Institute
  6. 6. Unleashing the collective wisdom ofteachers is the best hope for improvingour public schools. This provocative,sensible and practical book offers concreteevidence that it can be done and, in fact,is being done. And now that we havealready tried virtually everything else, letsdo the right thing and turn teacher-runschools from the exception into the norm.Adam UrbanskiPresident of the Rochester (NY) Teachers AssociationVice President of the American Federation of Teachers,and Founding Director of the Teacher Union Reform Network
  7. 7. Kim Farris-BergSenior AssociateEducation Evolving@farrisbergkim@educationevolving.orgwww.trustingteachers.org
  8. 8. NCWVILOKAZARALGAFLMOMIPAVASCTXINOHHINMKSORIDNVUTWYMT NDSDNEAKIAMEVTKYLAMSPRMDNCWVOKAZARALGAFLMOMINJPAVASCTXINOHHINMKSORIDNVUTWYMT NDSDNEAKIAMEVTKYLAMSDEPRMAMNCTRIDCMNWACACOTNNYNHWI
  9. 9. Selecting colleaguesTransferring and/or terminating colleaguesEvaluating colleaguesSetting staff patternSelecting leadersDetermining budgetDetermining the salaries and benefits ofcolleagues, including leadersDetermining learning program and learningmaterialsSetting the scheduleSetting school-level policies12345678910
  10. 10. What would teachers do ifthey had the autonomy notjust to make classroomdecisions but to collectively—with their colleagues—makethe decisions influencingwhole school success?Can we trust autonomousteachers to make gooddecisions?21Essential Questions
  11. 11. Characteristics of High Performing Organizations• Accept Ownership• Innovate• Share Purpose• Collaborate• Lead Effectively• Function as Learners• Avoid Insularity• Motivate• Assess Performance
  12. 12. • Innovate• Share Purpose• Collaborate• Lead Effectively• Function as Learners• Avoid Insularity• Motivate• Assess Performance• Accept OwnershipTeachers’ decisions are driven by:Authority / Autonomy + Accountability
  13. 13. Share purpose,which alwaysfocuses onstudents asindividuals, anduse it as thebasis of decisionsaimed at schoolimprovement.PRACTICE #1
  14. 14. PRACTICE #1#2Participate in collaboration andleadership for the good of thewhole school, not just a classroom.
  15. 15. PRACTICE #2#3Encourage colleagues and studentsto be active, ongoing learners inan effort to nurture everyone’sengagement and motivation.
  16. 16. PRACTICE #3#4Develop or adopt learning programsthat individualize student learning.
  17. 17. PRACTICE #3#4
  18. 18. PRACTICE#3#4
  19. 19. PRACTICE #4#5Address social and disciplineproblems as part of student learning.
  20. 20. PRACTICE #5#6Broaden the definition and scope ofstudent achievement and assessment.
  21. 21. PRACTICE #6#7Encourage teacher improvement using360-degree, peer- and self-evaluation methodsas well as peer coaching and mentoring.
  22. 22. PRACTICE #7#8Make budget trade-offs to meetthe needs of students they serve.
  23. 23. Challenges
  24. 24. Arno, Peter. Cartoon. New Yorker 21 Jun. 1941.
  25. 25. Assumptions• Contract negotiationsNo Assumptions• …with who? —OR—• …Yes, for autonomy andaccountability only. —OR—• …Yes, for salaries and benefits.But we’ll handleevaluation, tenure, and workhours.ContextCurrent frameworkEvolving Union RoleContextTeachers call the shots
  26. 26. Assumptions No AssumptionsContextCurrent frameworkEvolving Union RoleContextTeachers call the shots• Grievance handling• Insurance and benefits• …But we handle conflictsat our school, in contextof our culture• …Professional liability! Let’stalk…
  27. 27. What do teachers who call the shots need?• Assistance to develop/pitch school proposals to district orauthorizer• Help developing/negotiating agreements with district or authorizer• Negotiated leave to plan new schools/conversions where teacherscall the shots• Policy advocacy for teacher autonomy and funding for publiceducation• Research/advocacy for teacher autonomy and the choicesteachers make• Professional development: distributed leadership, peer evaluationAsk them!
  28. 28. • Connections: other teachers calling shots; others using chosenlearning program• Options for students at lower cost/less work: food, transport,community service, art• Options for teachers at lower cost: legal, professional insurance• Organizing community support/better branding for teachers− outreach programs, communications/marketing• Ability to select from array of services. Different dues structure?Ask them!What do teachers who call the shots need?
  29. 29. http://mredwrightbros.blogspot.com/ Retrieved May 20, 2013.
  30. 30. Kim Farris-BergSenior AssociateEducation Evolving@farrisbergkim@educationevolving.orgwww.trustingteachers.org

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