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FM","link":"/"}},"mindshift_62484":{"type":"posts","id":"mindshift_62484","meta":{"index":"posts_1591205157","site":"mindshift","id":"62484","score":null,"sort":[1696845628000]},"guestAuthors":[],"slug":"the-school-staffing-paradox-a-growing-workforce-in-shrinking-classrooms","title":"The school staffing paradox: A growing workforce in shrinking classrooms","publishDate":1696845628,"format":"standard","headTitle":"The school staffing paradox: A growing workforce in shrinking classrooms | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>The stats on school staffing might seem like a violation of the laws of supply and demand.\u003c/p>\n\u003cp>In the past decade, the population of elementary, middle and high school students in Massachusetts dropped by 42,000 while the number of school employees grew by 18,000. In Connecticut, public school enrollment fell 7% while staffing rose 8%. Even in states with growing populations, school staff has been increasing far faster than students. Texas, for example, educates 367,000 more students, a 7% increase over the past decade, but the number of employees has surged by more than 107,000, a 16% jump. Staffing is up 20% in Washington state, but the number of students has risen by less than 3%.\u003c/p>\n\u003cp>“When kids go to school right now there are more adults in the building of all types than there were in 2013 and more than when I was a kid,” said Marguerite Roza, director of the Edunomics Lab at Georgetown University, where she has been tracking the divergence between students and staff at the nation’s public schools.\u003c/p>\n\u003cp>What’s behind the apparent imbalance? Follow the money.\u003c/p>\n\u003cp>School hiring has taken place in three acts, Roza says. The first act followed the Great Recession of 2008, as schools added back staff that they had been forced to cut in the economic downturn.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The second act came with seven consecutive years of strong economic growth beginning in 2013. That led to higher state and local tax receipts, which increased school funding and enabled the new hires. “Most of the additions were fueled by a lot of new money,” said Roza. Schools hired more teachers to reduce class sizes. They added art and music teachers, librarians and nurses, as well as special education teachers to help children with disabilities. Schools generally chose to add more slots instead of raising salaries for the teachers they already had, Roza said.\u003c/p>\n\u003cp>The third act was a pandemic-fueled “hiring bonanza.” Starting in 2020, the federal government sent schools more than $200 billion in pandemic recovery funds. Schools hired additional counselors, interventionists (a fancy name for tutors), and aides, and increased their reserves of substitute teachers. More teachers were hired to further reduce class size, in the hope that students might receive more attention and catch up from pandemic learning losses. By the spring of 2023, school districts had amassed more staff than at any time in history, the Edunomics Lab calculated.\u003c/p>\n\u003cp>Not every school has increased staffing levels, according to Roza, but she says it’s a widespread national trend. Roza’s organization produced graphs for six states – \u003ca href=\"https://edunomicslab.org/staffing-v-enrollment-trends-2/\">Connecticut, Massachusetts, Michigan, Texas, Washington and Pennsylvania\u003c/a> – that release their staffing and student enrollment data publicly. It could be years before complete national data is available, Roza said.\u003c/p>\n\u003cp>[gallery ids=\"62493,62494,62495,62496,62497\"]\u003c/p>\n\u003cp>The available data doesn’t specify how much of the staff expansion represents new classroom teachers, as opposed to support staff, such as janitors and attendance clerks, or administrators, such as vice principals and math supervisors.\u003c/p>\n\u003cp>Roza says there is administrative bloat in the central offices of many school districts. But some of the administrative growth is required to comply with increased federal regulations, such as those that stem from the Individuals with Disabilities in Education Act (IDEA). Other administrators are needed to manage federal grants. Central offices needed more administrators to handle recruitment and human resources because they were hiring for so many new positions.\u003c/p>\n\u003cp>Meanwhile, the number of students has been dropping in most school districts. That’s because Americans made fewer babies after the 2008 recession. The national elementary and middle school student population, ages five to 13, peaked in\u003ca href=\"https://nces.ed.gov/programs/digest/d21/tables/dt21_101.10.asp\"> 2013 at 37 million\u003c/a>; in 2021 there were 400,000 fewer students. (This includes public, private, charter and homeschooled students.) Student population losses are more dramatic in some regions of the country than others; many school districts in the South are still growing.\u003c/p>\n\u003cp>Roza says some schools have excess capacity and are only half filled. School budgets, often based on per pupil funding formulas, would normally be cut. But many districts have been insulated from financial realities because of pandemic recovery funds. Schools are expected to face a reckoning after September 2024 when these federal funds expire. Roza predicts many schools will need to lay off 4% or more of their staff, including teachers.\u003c/p>\n\u003cp>This news is confusing because school administrators have been complaining about teacher shortages. And indeed, there are unfilled vacancies at many schools. Some of these vacancies reflect new slots that are hard to fill with a finite supply of teachers. But many vacancies are in high poverty schools where fewer teachers want to teach. A year from now, as districts are forced to layoff more teachers, high poverty schools might have even more unfilled positions. And our neediest children will suffer the most.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-schools-staff-up-as-student-enrollment-drops/\">\u003cem>school staffing\u003c/em>\u003c/a>\u003cem> was written by Jill Barshay and produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cem>Proof Points\u003c/em>\u003c/a>\u003cem> and other \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletters\u003c/em>\u003c/a>.\u003c/p>\n\n","blocks":[],"excerpt":"Explore the reasons behind the surprising trend of growing school staff despite declining student numbers. Uncover the implications for education.","status":"publish","parent":0,"modified":1696702789,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":true,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":861},"headData":{"title":"The school staffing paradox: A growing workforce in shrinking classrooms | KQED","description":"Discover the surprising trends in school staffing: more staff, fewer students. Explore the reasons and implications of this education workforce shift.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Discover the surprising trends in school staffing: more staff, fewer students. Explore the reasons and implications of this education workforce shift.","schema":{"@context":"http://schema.org","@type":"Article","headline":"The school staffing paradox: A growing workforce in shrinking classrooms","datePublished":"2023-10-09T10:00:28.000Z","dateModified":"2023-10-07T18:19:49.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62484/the-school-staffing-paradox-a-growing-workforce-in-shrinking-classrooms","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>The stats on school staffing might seem like a violation of the laws of supply and demand.\u003c/p>\n\u003cp>In the past decade, the population of elementary, middle and high school students in Massachusetts dropped by 42,000 while the number of school employees grew by 18,000. In Connecticut, public school enrollment fell 7% while staffing rose 8%. Even in states with growing populations, school staff has been increasing far faster than students. Texas, for example, educates 367,000 more students, a 7% increase over the past decade, but the number of employees has surged by more than 107,000, a 16% jump. Staffing is up 20% in Washington state, but the number of students has risen by less than 3%.\u003c/p>\n\u003cp>“When kids go to school right now there are more adults in the building of all types than there were in 2013 and more than when I was a kid,” said Marguerite Roza, director of the Edunomics Lab at Georgetown University, where she has been tracking the divergence between students and staff at the nation’s public schools.\u003c/p>\n\u003cp>What’s behind the apparent imbalance? Follow the money.\u003c/p>\n\u003cp>School hiring has taken place in three acts, Roza says. The first act followed the Great Recession of 2008, as schools added back staff that they had been forced to cut in the economic downturn.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The second act came with seven consecutive years of strong economic growth beginning in 2013. That led to higher state and local tax receipts, which increased school funding and enabled the new hires. “Most of the additions were fueled by a lot of new money,” said Roza. Schools hired more teachers to reduce class sizes. They added art and music teachers, librarians and nurses, as well as special education teachers to help children with disabilities. Schools generally chose to add more slots instead of raising salaries for the teachers they already had, Roza said.\u003c/p>\n\u003cp>The third act was a pandemic-fueled “hiring bonanza.” Starting in 2020, the federal government sent schools more than $200 billion in pandemic recovery funds. Schools hired additional counselors, interventionists (a fancy name for tutors), and aides, and increased their reserves of substitute teachers. More teachers were hired to further reduce class size, in the hope that students might receive more attention and catch up from pandemic learning losses. By the spring of 2023, school districts had amassed more staff than at any time in history, the Edunomics Lab calculated.\u003c/p>\n\u003cp>Not every school has increased staffing levels, according to Roza, but she says it’s a widespread national trend. Roza’s organization produced graphs for six states – \u003ca href=\"https://edunomicslab.org/staffing-v-enrollment-trends-2/\">Connecticut, Massachusetts, Michigan, Texas, Washington and Pennsylvania\u003c/a> – that release their staffing and student enrollment data publicly. It could be years before complete national data is available, Roza said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"gallery","attributes":{"named":{"ids":"62493,62494,62495,62496,62497","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The available data doesn’t specify how much of the staff expansion represents new classroom teachers, as opposed to support staff, such as janitors and attendance clerks, or administrators, such as vice principals and math supervisors.\u003c/p>\n\u003cp>Roza says there is administrative bloat in the central offices of many school districts. But some of the administrative growth is required to comply with increased federal regulations, such as those that stem from the Individuals with Disabilities in Education Act (IDEA). Other administrators are needed to manage federal grants. Central offices needed more administrators to handle recruitment and human resources because they were hiring for so many new positions.\u003c/p>\n\u003cp>Meanwhile, the number of students has been dropping in most school districts. That’s because Americans made fewer babies after the 2008 recession. The national elementary and middle school student population, ages five to 13, peaked in\u003ca href=\"https://nces.ed.gov/programs/digest/d21/tables/dt21_101.10.asp\"> 2013 at 37 million\u003c/a>; in 2021 there were 400,000 fewer students. (This includes public, private, charter and homeschooled students.) Student population losses are more dramatic in some regions of the country than others; many school districts in the South are still growing.\u003c/p>\n\u003cp>Roza says some schools have excess capacity and are only half filled. School budgets, often based on per pupil funding formulas, would normally be cut. But many districts have been insulated from financial realities because of pandemic recovery funds. Schools are expected to face a reckoning after September 2024 when these federal funds expire. Roza predicts many schools will need to lay off 4% or more of their staff, including teachers.\u003c/p>\n\u003cp>This news is confusing because school administrators have been complaining about teacher shortages. And indeed, there are unfilled vacancies at many schools. Some of these vacancies reflect new slots that are hard to fill with a finite supply of teachers. But many vacancies are in high poverty schools where fewer teachers want to teach. A year from now, as districts are forced to layoff more teachers, high poverty schools might have even more unfilled positions. And our neediest children will suffer the most.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-schools-staff-up-as-student-enrollment-drops/\">\u003cem>school staffing\u003c/em>\u003c/a>\u003cem> was written by Jill Barshay and produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cem>Proof Points\u003c/em>\u003c/a>\u003cem> and other \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletters\u003c/em>\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62484/the-school-staffing-paradox-a-growing-workforce-in-shrinking-classrooms","authors":["byline_mindshift_62484"],"categories":["mindshift_21345","mindshift_21504"],"tags":["mindshift_21788","mindshift_21525","mindshift_608","mindshift_381","mindshift_21456","mindshift_21629","mindshift_21263"],"featImg":"mindshift_62486","label":"mindshift"},"mindshift_59244":{"type":"posts","id":"mindshift_59244","meta":{"index":"posts_1591205157","site":"mindshift","id":"59244","score":null,"sort":[1648279102000]},"guestAuthors":[],"slug":"the-inspirational-story-of-bhutans-first-oscar-nod-lunana-a-yak-in-the-classroom","title":"The inspirational story of Bhutan's first Oscar nod: 'Lunana: A Yak in the Classroom'","publishDate":1648279102,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>The film\u003cem> Lunana: A Yak in the Classroom, \u003c/em>nominated for an Oscar in the Best International Feature category, traces the year-long transformative journey of a young Bhutanese teacher, Ugyen Dorji (played by actor Sherab Dorji).\u003c/p>\n\u003cp>Bhutanese writer and director Pawo Choyning Dorji's first film — and Bhutan's first ever Oscar nomination — is set in the real village of Lunana, a remote community of nomadic yak herders situated at a dizzying altitude of more than 11,000 feet.\u003c/p>\n\u003cp>When Ugyen is told he must relocate there from the capital city of Thimpu to serve out the end of his teaching contract, he tries to convince his boss that the move would make him sick. She snaps back, \"This is not an altitude problem, but an \u003cem>attitude\u003c/em> problem. Are you even Bhutanese?\"\u003c/p>\n\u003cp>So he postpones his dream of becoming a singer in Australia and instead goes on a long van ride, then a five-day trek with nights spent in caves and finally to a valley with a total population of 50 people and no electricity — and yes, a yak in the classroom, put there by a young woman from the village who wants the teacher to cherish it, to understand the relationship the villagers have with their yaks and to have access to yak dung, which is used to warm homes and seen to be of great value.\u003c/p>\n\u003cfigure id=\"attachment_59247\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003cimg class=\"wp-image-59247 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/03/yak-classroom-1387580107-db001564b8458cc67e737240968706d3bba0676d-160x120.jpg\" alt=\"\" width=\"160\" height=\"120\">\u003cfigcaption class=\"wp-caption-text\">Filmmaker Pawo Choyning Dorji attends the 94th Oscars Week Event: International Feature Film at Samuel Goldwyn Theater on March 24, 2022 in Beverly Hills, California. \u003ccite>(Photo by Mike Coppola/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Life in the Himalayas proves difficult but rewarding for Ugyen. It was a similar experience for Pawo Choyning Dorji, who spent a year and a half preparing for filming, hauling in all of the necessary equipment and overseeing the construction of housing for his crew. He used the time to get to know the cast of locals he hired to play themselves, and slipped details of their lives into the script.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"They'd never set foot in a cinema or seen a movie,\" he says. \"They acted naturally, as they were, and it worked out in a beautiful way.\" He shared more about the movie and its message in an interview with NPR.\u003c/p>\n\u003cp>\u003cstrong>Shooting in Lunana must have posed many challenges.\u003c/strong>\u003c/p>\n\u003cp>It certainly did. The weather conditions are harsh, and it is always raining or snowing. There's only a two-month window when the sun shines — in September and October. Even though September and October are considered pleasant months, it was still very cold. I had three layers of pants and thermal jackets. We'd shoot the entire day and come home and there would be no light or beds — We slept on the floor, on blankets and yak hair mats. It was too cold to even change, so we'd sleep in our clothes. Taking a shower was a luxury and locals took a bath once a year. I didn't shower for two months! The strange thing is that when you're up there, living that life with the highlanders and the yaks, you don't miss it. I felt very clean.\u003c/p>\n\u003cp>\u003cstrong>And then on top of that, you made this film carbon negative, right? What did that require?\u003c/strong>\u003c/p>\n\u003cp>We had a good production team who researched the best solar panels and batteries. We had to collate 15 years of data that recorded the rainfall of every month and that's how we could plan our shoots. If there's rain, there's no sunlight to charge our batteries. In case it didn't work out, we carried two power generators and 2,000 liters of petrol, which we ended up leaving for the locals because we didn't need it. When we were making the film, there was always a constant worry that we wouldn't be able to finish it, given these logistic challenges. I told my crew that if it happens, it happens. We should try, but we can fail trying!\u003c/p>\n\u003cfigure id=\"attachment_59246\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59246\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/03/yak-classroom-1004415-d5572c4063d5bada6365a203da24f24fb85faa78-scaled-e1648624497752.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">In Lunana: A Yak in the Classroom, a teacher in Bhutan is sent — against his wishes — to a remote village to work for a year. A spiritual awakening ensues in a remote place with no electricity and great respect for educators. One of the students in Lunana says he wants to be a teacher when he grows up because he wants to \"touch the future.\" \u003ccite>(Samuel Goldwyn Films)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Why did you choose to highlight the value of a teacher, especially in remote communities like this? \u003c/strong>\u003c/p>\n\u003cp>I am very spiritual, and Buddhism is an important part of my life. Veneration of the teacher or the guru is an important aspect of Buddhism and indeed, all Eastern cultures. I was particular about making him a teacher because I felt that it was a special profession. In Bhutan, we're currently losing our youth to Australia by the thousands. Many of them are teachers. And they're leaving because they're not happy with their jobs and they don't realize what an important responsibility they have back home. The village we were at was one of the few villages in the region with a school and teacher. The actual teacher of the village let us use the school and worked with us to make the film. The film was inspired by his stories.\u003c/p>\n\u003cfigure class=\"wp-caption alignnone\" style=\"max-width: 1100px\">\u003cimg src=\"https://media.npr.org/assets/img/2022/03/25/yak-classroom-0123961_custom-0c99f9932fd7d94cf8b4e189dab434b73ba67bfb-s1100-c50.jpg\" alt=\"Yak in a classroom with children.\" width=\"1100\" height=\"460\">\u003cfigcaption class=\"wp-caption-text\">The titular yak from Lunana: A Yak in the Classroom. (Samuel Goldwyn Films)\u003c/figcaption>\u003c/figure>\n\u003cp>When we were shooting, I saw this tarpaulin tent pitched in a field, smoke curling out of it. Four days later, I poked my head in to find out who had pitched it. I found a grandmother trying to light a fire with twigs, to make dinner for her granddaughter. She said they lived six hours away, up the mountain. She'd brought her granddaughter here because she heard there was a teacher! There was no teacher in her village. I was so touched by her sacrifice.\u003c/p>\n\u003cp>\u003cstrong>That reminds me of a powerful line in the film. One of the students in Lunana says he wants to be a teacher when he grows up because he wants to \"touch the future.\"\u003c/strong>\u003c/p>\n\u003cp>People around the world have told me that they were impressed by that line and paused the movie to think about it. There's a funny story behind it though. In grade 11, I was summoned to the Dean's office because I had gotten in trouble. While I was being scolded, I noticed a sign over her head that said, \"I am a teacher. I touch the future.\" I thought it was so profound that I had to write it in the script!\u003c/p>\n\u003cp>\u003cstrong>Seeking happiness is the central premise of the film. How important is happiness to Bhutanese people? \u003c/strong>\u003c/p>\n\u003cp>I am so proud to be Bhutanese — to come from a country that places happiness above all else. When the constitution of our country was first drafted [in 2008], it stated that the purpose of the government was to provide happiness for its citizens and that if the citizens weren't happy, the government doesn't have the right to exist. So Gross National Happiness is the philosophy that guides the government of Bhutan. When our beloved fourth king of Bhutan was coronated, he was 17 years old. In his coronation address in 1974, he said Gross National Happiness is more important than Gross Domestic Product. We don't try to be a rich country, we try to be a happy one.\u003c/p>\n\u003cfigure id=\"attachment_59249\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59249\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/03/yak-classroom-1004599-1e4de65153d1fe04872fdee34141e19afbd5dcbb-scaled-e1648624639572.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Bhutanese writer and director Pawo Choyning Dorji's Oscar-nominated film is set in the real village of Lunana, a remote community of nomadic yak herders situated at a dizzying altitude of more than 11,000 feet. \u003ccite>(Samuel Goldwyn Films)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Yet, you said many young people are emigrating because they aren't happy.\u003c/strong>\u003c/p>\n\u003cp>I've seen that because of our emphasis on happiness, people often have a romanticized perception of Bhutan. Yes, we're happy, but we also suffer poverty and face real challenges. The whole country depends on tourism, which was badly hit during the coronavirus pandemic. There is massive unemployment, mental health is an issue, and our younger people are leaving. I've tried to touch on this in the film — that happiness cannot be measured. We can't say one country or person is the happiest, because the causes and conditions that create that happiness are ever-changing. When we talk about happiness in Buddhist tradition, we really mean contentment and acceptance.\u003c/p>\n\u003cp>\u003cstrong>Do you think modernization is affecting happiness?\u003c/strong>\u003c/p>\n\u003cp>It definitely is, but I also think change is inevitable. Bhutan is very unique in how it has evolved over the years. As a nation, we came together in 1901. We were the last country in the world to allow television or connect to the Internet because we welcomed that isolation and saw it as a means to preserve our way of life. But when we opened up in the early 2000s, it felt like it was too much, too soon. Television became the hottest item in society. People were selling their yaks for TVs. Our old ways of life transformed too quickly.\u003c/p>\n\u003cp>It's ironic though. Until the last day of filming, I was wracked by worry over whether I was doing the right thing by intruding into the villagers' lives. When I left Lunana, the village was being modernized. The government was laying roads and erecting telephone poles. The villagers were happy. Their standard of living was bound to improve. People would be more connected. But I knew life was going to change irrevocably and my footage of Lunana would be the last time we could see it so untouched.\u003c/p>\n\u003cp>Pem Zam, one of the little girls from the village, for instance is now on Facebook and TikTok — and she sends me videos of her dancing!\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Kamala Thiagarajan is a freelance journalist based in Madurai, Southern India. She reports on global health, science, and development, and her work has been published in the \u003c/em>New York Times, The British Medical Journal\u003cem>, BBC, \u003c/em>The Guardian\u003cem> and other outlets. You can find her on twitter @kamal_t\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=The+inspirational+story+of+Bhutan%27s+first+Oscar+nod%3A+%27Lunana%3A+A+Yak+in+the+Classroom%27&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"The movie is up for best international feature. It's about an urban teacher who's ticked off about being sent to work in a remote village with no electricity. Enlightenment ensues!","status":"publish","parent":0,"modified":1648624739,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":26,"wordCount":1706},"headData":{"title":"The inspirational story of Bhutan's first Oscar nod: 'Lunana: A Yak in the Classroom' - MindShift","description":"The movie is up for best international feature. It's about an urban teacher who's ticked off about being sent to work in a remote village with no electricity. Enlightenment ensues!","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"The inspirational story of Bhutan's first Oscar nod: 'Lunana: A Yak in the Classroom'","datePublished":"2022-03-26T07:18:22.000Z","dateModified":"2022-03-30T07:18:59.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"59244 https://ww2.kqed.org/mindshift/?p=59244","disqusUrl":"https://ww2.kqed.org/mindshift/2022/03/26/the-inspirational-story-of-bhutans-first-oscar-nod-lunana-a-yak-in-the-classroom/","disqusTitle":"The inspirational story of Bhutan's first Oscar nod: 'Lunana: A Yak in the Classroom'","nprByline":"Kamala Thiagarajan","nprImageAgency":"Samuel Goldwyn Films","nprStoryId":"1088217111","nprApiLink":"http://api.npr.org/query?id=1088217111&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/goatsandsoda/2022/03/25/1088217111/a-yak-a-ticked-off-teacher-an-oscar-nomination-for-bhutan-we-interview-the-direc?ft=nprml&f=1088217111","nprRetrievedStory":"1","nprPubDate":"Sun, 27 Mar 2022 10:10:00 -0400","nprStoryDate":"Fri, 25 Mar 2022 13:35:39 -0400","nprLastModifiedDate":"Sun, 27 Mar 2022 10:10:49 -0400","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","path":"/mindshift/59244/the-inspirational-story-of-bhutans-first-oscar-nod-lunana-a-yak-in-the-classroom","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>The film\u003cem> Lunana: A Yak in the Classroom, \u003c/em>nominated for an Oscar in the Best International Feature category, traces the year-long transformative journey of a young Bhutanese teacher, Ugyen Dorji (played by actor Sherab Dorji).\u003c/p>\n\u003cp>Bhutanese writer and director Pawo Choyning Dorji's first film — and Bhutan's first ever Oscar nomination — is set in the real village of Lunana, a remote community of nomadic yak herders situated at a dizzying altitude of more than 11,000 feet.\u003c/p>\n\u003cp>When Ugyen is told he must relocate there from the capital city of Thimpu to serve out the end of his teaching contract, he tries to convince his boss that the move would make him sick. She snaps back, \"This is not an altitude problem, but an \u003cem>attitude\u003c/em> problem. Are you even Bhutanese?\"\u003c/p>\n\u003cp>So he postpones his dream of becoming a singer in Australia and instead goes on a long van ride, then a five-day trek with nights spent in caves and finally to a valley with a total population of 50 people and no electricity — and yes, a yak in the classroom, put there by a young woman from the village who wants the teacher to cherish it, to understand the relationship the villagers have with their yaks and to have access to yak dung, which is used to warm homes and seen to be of great value.\u003c/p>\n\u003cfigure id=\"attachment_59247\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003cimg class=\"wp-image-59247 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/03/yak-classroom-1387580107-db001564b8458cc67e737240968706d3bba0676d-160x120.jpg\" alt=\"\" width=\"160\" height=\"120\">\u003cfigcaption class=\"wp-caption-text\">Filmmaker Pawo Choyning Dorji attends the 94th Oscars Week Event: International Feature Film at Samuel Goldwyn Theater on March 24, 2022 in Beverly Hills, California. \u003ccite>(Photo by Mike Coppola/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Life in the Himalayas proves difficult but rewarding for Ugyen. It was a similar experience for Pawo Choyning Dorji, who spent a year and a half preparing for filming, hauling in all of the necessary equipment and overseeing the construction of housing for his crew. He used the time to get to know the cast of locals he hired to play themselves, and slipped details of their lives into the script.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"They'd never set foot in a cinema or seen a movie,\" he says. \"They acted naturally, as they were, and it worked out in a beautiful way.\" He shared more about the movie and its message in an interview with NPR.\u003c/p>\n\u003cp>\u003cstrong>Shooting in Lunana must have posed many challenges.\u003c/strong>\u003c/p>\n\u003cp>It certainly did. The weather conditions are harsh, and it is always raining or snowing. There's only a two-month window when the sun shines — in September and October. Even though September and October are considered pleasant months, it was still very cold. I had three layers of pants and thermal jackets. We'd shoot the entire day and come home and there would be no light or beds — We slept on the floor, on blankets and yak hair mats. It was too cold to even change, so we'd sleep in our clothes. Taking a shower was a luxury and locals took a bath once a year. I didn't shower for two months! The strange thing is that when you're up there, living that life with the highlanders and the yaks, you don't miss it. I felt very clean.\u003c/p>\n\u003cp>\u003cstrong>And then on top of that, you made this film carbon negative, right? What did that require?\u003c/strong>\u003c/p>\n\u003cp>We had a good production team who researched the best solar panels and batteries. We had to collate 15 years of data that recorded the rainfall of every month and that's how we could plan our shoots. If there's rain, there's no sunlight to charge our batteries. In case it didn't work out, we carried two power generators and 2,000 liters of petrol, which we ended up leaving for the locals because we didn't need it. When we were making the film, there was always a constant worry that we wouldn't be able to finish it, given these logistic challenges. I told my crew that if it happens, it happens. We should try, but we can fail trying!\u003c/p>\n\u003cfigure id=\"attachment_59246\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59246\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/03/yak-classroom-1004415-d5572c4063d5bada6365a203da24f24fb85faa78-scaled-e1648624497752.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">In Lunana: A Yak in the Classroom, a teacher in Bhutan is sent — against his wishes — to a remote village to work for a year. A spiritual awakening ensues in a remote place with no electricity and great respect for educators. One of the students in Lunana says he wants to be a teacher when he grows up because he wants to \"touch the future.\" \u003ccite>(Samuel Goldwyn Films)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Why did you choose to highlight the value of a teacher, especially in remote communities like this? \u003c/strong>\u003c/p>\n\u003cp>I am very spiritual, and Buddhism is an important part of my life. Veneration of the teacher or the guru is an important aspect of Buddhism and indeed, all Eastern cultures. I was particular about making him a teacher because I felt that it was a special profession. In Bhutan, we're currently losing our youth to Australia by the thousands. Many of them are teachers. And they're leaving because they're not happy with their jobs and they don't realize what an important responsibility they have back home. The village we were at was one of the few villages in the region with a school and teacher. The actual teacher of the village let us use the school and worked with us to make the film. The film was inspired by his stories.\u003c/p>\n\u003cfigure class=\"wp-caption alignnone\" style=\"max-width: 1100px\">\u003cimg src=\"https://media.npr.org/assets/img/2022/03/25/yak-classroom-0123961_custom-0c99f9932fd7d94cf8b4e189dab434b73ba67bfb-s1100-c50.jpg\" alt=\"Yak in a classroom with children.\" width=\"1100\" height=\"460\">\u003cfigcaption class=\"wp-caption-text\">The titular yak from Lunana: A Yak in the Classroom. (Samuel Goldwyn Films)\u003c/figcaption>\u003c/figure>\n\u003cp>When we were shooting, I saw this tarpaulin tent pitched in a field, smoke curling out of it. Four days later, I poked my head in to find out who had pitched it. I found a grandmother trying to light a fire with twigs, to make dinner for her granddaughter. She said they lived six hours away, up the mountain. She'd brought her granddaughter here because she heard there was a teacher! There was no teacher in her village. I was so touched by her sacrifice.\u003c/p>\n\u003cp>\u003cstrong>That reminds me of a powerful line in the film. One of the students in Lunana says he wants to be a teacher when he grows up because he wants to \"touch the future.\"\u003c/strong>\u003c/p>\n\u003cp>People around the world have told me that they were impressed by that line and paused the movie to think about it. There's a funny story behind it though. In grade 11, I was summoned to the Dean's office because I had gotten in trouble. While I was being scolded, I noticed a sign over her head that said, \"I am a teacher. I touch the future.\" I thought it was so profound that I had to write it in the script!\u003c/p>\n\u003cp>\u003cstrong>Seeking happiness is the central premise of the film. How important is happiness to Bhutanese people? \u003c/strong>\u003c/p>\n\u003cp>I am so proud to be Bhutanese — to come from a country that places happiness above all else. When the constitution of our country was first drafted [in 2008], it stated that the purpose of the government was to provide happiness for its citizens and that if the citizens weren't happy, the government doesn't have the right to exist. So Gross National Happiness is the philosophy that guides the government of Bhutan. When our beloved fourth king of Bhutan was coronated, he was 17 years old. In his coronation address in 1974, he said Gross National Happiness is more important than Gross Domestic Product. We don't try to be a rich country, we try to be a happy one.\u003c/p>\n\u003cfigure id=\"attachment_59249\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59249\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/03/yak-classroom-1004599-1e4de65153d1fe04872fdee34141e19afbd5dcbb-scaled-e1648624639572.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Bhutanese writer and director Pawo Choyning Dorji's Oscar-nominated film is set in the real village of Lunana, a remote community of nomadic yak herders situated at a dizzying altitude of more than 11,000 feet. \u003ccite>(Samuel Goldwyn Films)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Yet, you said many young people are emigrating because they aren't happy.\u003c/strong>\u003c/p>\n\u003cp>I've seen that because of our emphasis on happiness, people often have a romanticized perception of Bhutan. Yes, we're happy, but we also suffer poverty and face real challenges. The whole country depends on tourism, which was badly hit during the coronavirus pandemic. There is massive unemployment, mental health is an issue, and our younger people are leaving. I've tried to touch on this in the film — that happiness cannot be measured. We can't say one country or person is the happiest, because the causes and conditions that create that happiness are ever-changing. When we talk about happiness in Buddhist tradition, we really mean contentment and acceptance.\u003c/p>\n\u003cp>\u003cstrong>Do you think modernization is affecting happiness?\u003c/strong>\u003c/p>\n\u003cp>It definitely is, but I also think change is inevitable. Bhutan is very unique in how it has evolved over the years. As a nation, we came together in 1901. We were the last country in the world to allow television or connect to the Internet because we welcomed that isolation and saw it as a means to preserve our way of life. But when we opened up in the early 2000s, it felt like it was too much, too soon. Television became the hottest item in society. People were selling their yaks for TVs. Our old ways of life transformed too quickly.\u003c/p>\n\u003cp>It's ironic though. Until the last day of filming, I was wracked by worry over whether I was doing the right thing by intruding into the villagers' lives. When I left Lunana, the village was being modernized. The government was laying roads and erecting telephone poles. The villagers were happy. Their standard of living was bound to improve. People would be more connected. But I knew life was going to change irrevocably and my footage of Lunana would be the last time we could see it so untouched.\u003c/p>\n\u003cp>Pem Zam, one of the little girls from the village, for instance is now on Facebook and TikTok — and she sends me videos of her dancing!\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Kamala Thiagarajan is a freelance journalist based in Madurai, Southern India. She reports on global health, science, and development, and her work has been published in the \u003c/em>New York Times, The British Medical Journal\u003cem>, BBC, \u003c/em>The Guardian\u003cem> and other outlets. You can find her on twitter @kamal_t\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=The+inspirational+story+of+Bhutan%27s+first+Oscar+nod%3A+%27Lunana%3A+A+Yak+in+the+Classroom%27&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/59244/the-inspirational-story-of-bhutans-first-oscar-nod-lunana-a-yak-in-the-classroom","authors":["byline_mindshift_59244"],"categories":["mindshift_194"],"tags":["mindshift_608"],"featImg":"mindshift_59245","label":"mindshift"},"mindshift_57170":{"type":"posts","id":"mindshift_57170","meta":{"index":"posts_1591205157","site":"mindshift","id":"57170","score":null,"sort":[1609486884000]},"guestAuthors":[],"slug":"what-difference-can-teacher-friendships-make-at-schools","title":"What Difference Can Teacher Friendships Make at Schools?","publishDate":1609486884,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Positive student-teacher relationships \u003c/span>\u003ca href=\"https://eric.ed.gov/?id=EJ888657\">\u003cspan style=\"font-weight: 400\">increase\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> both \u003c/span>\u003ca href=\"https://scholar.harvard.edu/files/todd_rogers/files/creating_birds_0.pdf\">\u003cspan style=\"font-weight: 400\">academic engagement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and prosocial behavior at all levels of schooling. Teachers who offer individual students and entire classes the “\u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1468-2885.2000.tb00176.x\">\u003cspan style=\"font-weight: 400\">educational friendship\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” of \u003c/span>\u003ca href=\"https://www.nber.org/papers/w25254\">\u003cspan style=\"font-weight: 400\">respect\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://files.eric.ed.gov/fulltext/EJ1109954.pdf\">\u003cspan style=\"font-weight: 400\">appreciation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and good old benefit of the doubt fundamentally alter experiences of schooling for the better. But what about teacher-to-teacher friendships? \u003c/span>\u003cspan style=\"font-weight: 400\">Are those just a nice bonus when they materialize, or does a warm, collaborative professional environment make a significant difference? It will come as no surprise to anyone who has spent time in a school that teachers, students and entire learning communities can benefit immensely from \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/friendship-in-schools\">\u003cspan style=\"font-weight: 400\">friendships\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> among adults on staff. The relevance of astronauts and bathrooms might come as a bit of a shock though.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">What teachers are up against\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">University of Virginia education professor \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://curry.virginia.edu/patricia-jennings\">Patricia Ann Jennings\u003c/a> \u003c/span>\u003cspan style=\"font-weight: 400\">has spent the last decade studying teacher stress. “Of\u003c/span>\u003cspan style=\"font-weight: 400\">ten teachers feel very alone in their classrooms and they feel very disconnected from the other adults,” she said. Her research points to a handful of common stressors, things as simple as teachers having to “hold it” when they need to use the restroom, not being able to just walk away from conflict and lacking privacy. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There’s actually robust research on the ill effects of isolated, confined environments, according to Emily Anthes, author of the new book \"\u003c/span>\u003ca href=\"https://us.macmillan.com/books/9780374716684\">\u003cspan style=\"font-weight: 400\">The Great Indoors\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\" She \u003c/span>\u003ca href=\"https://www.npr.org/transcripts/911624033\">\u003cspan style=\"font-weight: 400\">recently told \u003c/span>\u003cspan style=\"font-weight: 400\">NPR\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that astronauts in space shuttles adapt by using tricks like creating “auditory privacy” with headphones. But teachers don’t have the luxury of psychological escape. They have to not only remain engaged in stressful situations but also manage them publicly. “Whatever is happening in that moment, you have to be able to successfully deal with strong emotions without harming yourself by inhibiting them (stuffing them, basically) or expressing emotions in a way that’s harmful to your students or the learning environment,” Jennings says. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Her book \"\u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://wwnorton.com/books/9780393714258\">Teacher Burnout Turnaround: \u003c/a>\u003c/span>\u003ca href=\"https://wwnorton.com/books/9780393714258\">Strategies for Empowered Educators\u003c/a>\u003cspan style=\"font-weight: 400\">\"\u003c/span>\u003cspan style=\"font-weight: 400\"> explains that \u003c/span>\u003cspan style=\"font-weight: 400\">teachers are also regularly asked to achieve the impossible. “Not only are they being told they have to control these kids, but they are supposed to get everybody above average. Well, you can’t,” according to Jennings. Many teachers disagree with directives from above, and she says, “They’re being asked to teach in ways that we know are not effective and they are having moral distress. When you make kids sit down and practice for a test that you think is stupid, it’s horrifying.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Andy Hargreaves’s \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0742051X18312204?via%3Dihub\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> backs Jennings up. “One of the things that most undermines teacher wellbeing is having to teach things you don’t believe in, and test prep comes out top of the list,” says the co-author of \"\u003c/span>\u003ca href=\"https://us.corwin.com/en-us/nam/collaborative-professionalism/book247835\">\u003cspan style=\"font-weight: 400\">Collaborative Professionalism: When Teaching Together Means Learning for All\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\"\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The end result is burnout, and that was true before the pandemic thrust upon teachers \u003c/span>\u003ca href=\"https://www.edweek.org/ew/collections/teacher-health-wellness/index.html\">\u003cspan style=\"font-weight: 400\">a whole other set\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of expectations, responsibilities, challenges and a new brand of isolation. (For example, distance learning has made that “handling things publicly” challenge far worse, \u003c/span>\u003ca href=\"http://www.andyhargreaves.com/\">\u003cspan style=\"font-weight: 400\">Hargreaves\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> says. \u003c/span>\u003ca href=\"https://www.emerald.com/insight/content/doi/10.1108/JPCC-06-2020-0039/full/html\">\u003cspan style=\"font-weight: 400\">His research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that Covid-19 “gives parents distorted observations of what teaching is usually like.”)\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">The benefit of teacher peer support\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Everything Jennings knows about burnout suggests that strong, positive relationships between teachers will decrease it, and this conclusion finds support in \u003c/span>\u003ca href=\"https://files.eric.ed.gov/fulltext/ED495822.pdf\">\u003cspan style=\"font-weight: 400\">research tying\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> collaboration and common planning time to reduced teacher attrition.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bianka Mariscal is in her sixth year teaching kindergarten at East Palo Alto Charter School. \"Having a friend who can be that sounding board in order to support your kids in the way that you feel is best, it’s just great to have,\" she says. \"Also, when you’re stressed out, it’s just a self-care thing.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even when teachers “are having a really hard time with an admin” and have another appealing job offer, says \u003c/span>\u003ca href=\"https://my.vanderbilt.edu/elizabethself/\">\u003cspan style=\"font-weight: 400\">Elizabeth Self\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an assistant professor and teacher education researcher at Vanderbilt University, “if teachers are in a school where they have strong, close friends and allies, they will stay.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There’s some evidence from medical fields that training together promotes the development of friendships, and that \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/15855070\">\u003cspan style=\"font-weight: 400\">friendships promote learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, especially if there’s an “\u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/19084479\">\u003cspan style=\"font-weight: 400\">ask anything\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” culture. That doesn’t just mean the freedom to ask each other “dumb” questions, says Tamara Steffy, a professor of mathematics, but also “a genuine willingness to say, ‘What do you need?’” She says of two other math professors at Seminole State College of Florida, “We make each other better. We exchange ideas and perspectives \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">all \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">the time. Collaboration and friendship with colleagues has been a major support in my career—making my personal life richer and my professional experience more rewarding.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_57178\" class=\"wp-caption alignnone\" style=\"max-width: 512px\">\u003cimg class=\"size-full wp-image-57178\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/12/Cornwall-1.png\" alt=\"\" width=\"512\" height=\"512\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/12/Cornwall-1.png 512w, https://ww2.kqed.org/app/uploads/sites/23/2020/12/Cornwall-1-160x160.png 160w\" sizes=\"(max-width: 512px) 100vw, 512px\">\u003cfigcaption class=\"wp-caption-text\">Grace Nasnas took a picture of herself with Julie Edstrom and Tammy Steffy at a math convention. \u003ccite>(Courtesy of Tammy Steffy)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The more teachers are given opportunities to collaborate, Jennings confirms, “the more their job becomes enjoyable and they also learn to solve problems together that by themselves they often can’t do.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The impact on \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/0031721718797116\">\u003cspan style=\"font-weight: 400\">teacher-retention, motivation and development\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> may be even more pronounced for members of traditionally underrepresented groups. Elizabeth Self says implicit bias, \u003c/span>\u003ca href=\"https://www.nytimes.com/2020/12/04/parenting/remote-learning-microaggressions.html\">\u003cspan style=\"font-weight: 400\">microaggressions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and other forms of racism in schools impact individual teachers differently, with targets historically faring better “when they had people there who could either fight alongside them, like in an activist sense, or at a minimum help sustain them psychologically.” Young teachers also stand to reap outsized rewards from logistical and social and emotional support from colleagues.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And, of course, the teacher stability, quality and efficacy wrought by both congeniality and \u003c/span>\u003ca href=\"https://core.ac.uk/download/pdf/81212847.pdf\">\u003cspan style=\"font-weight: 400\">collegiality in schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> translate to real gains for student achievement. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kevin Palmer noticed \u003c/span>\u003ca href=\"https://www.newenglandssc.org/wp-content/uploads/2015/11/ImprovingRelationshipsWithinSchoolhouse.pdf\">\u003cspan style=\"font-weight: 400\">another upside\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> after team-teaching with colleagues for 30 years, over 20 of them at William Fremd High School in Palatine, Illinois. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When the kids saw and understood the relationship we had with each other, the teachers that is, they felt much more relaxed and collaborative with each other,\" he said. \"I think our friendship modeled for them a sense of camaraderie.” \u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Common pitfalls: collective efficacy, going easy, and cliques\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Bianka Mariscal, it's important to have someone to talk to. “There have always been times where I can just go across the classroom to one of my friends, and be like, ‘Oh my God, I have to tell you about this day,'\" she says. \"You don’t feel as alone.” Hargreaves \u003c/span>\u003ca href=\"https://www.amazon.com/Collaborative-Professionalism-Teaching-Together-Learning/dp/1506328156\">\u003cspan style=\"font-weight: 400\">dubs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> this the “solidarity effect.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yet not all friendly interactions are created equal. “What usually happens, which is horrible,” Jennings says, “is by the time the teachers do spend time together in a lunchroom or in a faculty meeting, they often gripe a lot.” As legitimate as their grievances may be, it can create a “kind of a toxic adult environment,” she says, which is especially unfortunate given the research on what’s called “collective efficacy.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A \u003c/span>\u003ca href=\"https://ecommons.luc.edu/cgi/viewcontent.cgi?article=1132&context=luc_diss\">\u003cspan style=\"font-weight: 400\">meta-analysis published in 2011\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> tied student achievement levels to teachers’ beliefs about their ability, as a staff, to positively impact students. Teachers’ individual self-efficacy beliefs \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0022440506000847\">\u003cspan style=\"font-weight: 400\">have also been tied\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to both job satisfaction and student achievement. In fact, Jennings says, collective efficacy has been identified as “the most influential factor in promoting student achievement, much higher even than students’ socioeconomic status, prior achievement, quality of their home environment, and parental support.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To enhance collective efficacy, teachers need to feel like they have a say, that is, a meaningful role and some agency with respect to what and how they teach. Gripe sessions, unfortunately, have the opposite impact. (Of course, two big pieces of collective efficacy—access to the resources needed to teach effectively and students’ preparedness to learn—fall well outside the control of even the most friendly, collegial and democratic school staff.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are other potential pitfalls that come with warm teacher-to-teacher relationships. Of one colleague, Kevin Palmer says, “her and I did often clash without it affecting our relationship,” but when it came to another good friend he says, “I loved teaching with her, but I will say that because of our friendship, I found myself reluctant to disagree or challenge her suggestions as much as I did other team members.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Building close interpersonal relationships only helps schools and students if the adults on campus are “continuing to develop healthy workplace environments for people to work across and outside of friendships,” says Elizabeth Self, and that can be really hard when, say, there’s a grade-level team that includes some teachers who are great friends and others who aren’t.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When does it move from people drawing on each other as resources in terms of friendships, to a ‘we have a clique problem’ kind of thing?” says Self.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Building true collegiality\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Luckily, a good deal of research has been done on how best to boost collaborative professionalism in schools. “Since the 1990s, professional learning specialists have created a number of approaches—such as data teams, professional learning communities, critical friends circles, and learning walks—designed to make professional collaboration more deliberate and effective,” explain Hargreaves and Michael T. O’Connor in a 2018 \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/0031721718797116\">\u003cspan style=\"font-weight: 400\">paper\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> based on research in the U.S. and four other countries. It’s entitled, “Solidarity with solidity: The case for collaborative professionalism.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One thing they learned? “Collaborative practices that have been mandated in a top-down fashion, or that seem ‘contrived’ can easily backfire, causing teachers to collaborate even less than before.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In order to avoid jeopardizing existing relationships, like Mr. Palmer’s, “collaboration needs specific designs, protocols, structures, and processes to guide conversations,” they say. Take feedback, for example. Under the right conditions, they say, “feedback can be very critical and teachers still welcome it.” Those conditions can include:\u003cbr>\n\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"font-weight: 400\">creating a norm of “encouraging and not merely tolerating differences of view” \u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">remembering to bring the discussion back to what benefits students\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">assigning roles in a group so it’s someone’s job to be critical, not their choice or personality\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> a sense that the work product being criticized belongs to the whole group, not an individual\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">ground rules such as “maintain a respectful and considerate tone”\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bianka Mariscal agrees that norms and phrasing can make all the difference. “Some of my closest friends work with me and are on the same team, and one of them has been my lead in the past,\" she said. \"Based on her interactions with me, when she says, ‘Okay, let’s talk through this,’ or like, ‘Oh, I noticed this happened,’ I know she knows what works best for me. If you didn’t have that, I think it would feel like an attack on the way I was doing things. But I know, just from interacting with her, it’s more of like, ‘I’m here to help you.’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The ultimate goal is this sense of purposeful togetherness where each individual feels valued for their own authoritative knowledge, a collective feeling of common purpose, and a generalized belief in the worthiness of the enterprise, including confidence that something substantive and valuable will result. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Stephanie Watkins, a teacher at Fern Creek High School in Louisville, Kentucky, says that’s exactly what her chemistry team has going for it. There’s a veteran teacher who brings substantial experience with both content and classroom management; then Watkins and a colleague who both have a moderate amount of time in the classroom but a good deal to share when it comes to “real-world experience and hands-on demonstrations”; and a teacher just barely out of college, valued by his team for “a fresh look at updates to education and overall positivity.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">They agreed “that to understand chemistry you have to do chemistry and not just read about it,” she says, so they worked together to solicit donations for, acquire, and assemble at-home lab kits for all 524 of their chemistry students. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_57171\" class=\"wp-caption alignnone\" style=\"max-width: 565px\">\u003cimg class=\"size-full wp-image-57171\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/12/Cornwall-2.png\" alt=\"\" width=\"565\" height=\"377\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/12/Cornwall-2.png 565w, https://ww2.kqed.org/app/uploads/sites/23/2020/12/Cornwall-2-160x107.png 160w\" sizes=\"(max-width: 565px) 100vw, 565px\">\u003cfigcaption class=\"wp-caption-text\">Stephanie Watkins, a teacher at Fern Creek High School in Louisville, Kentucky and her team of four chemistry teachers solicited donations for, acquired, and assembled at-home lab kits for all 524 of their students. \u003ccite>(Courtesy of Stephanie Watkins)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">When teachers engage in collaborations like this, they grow closer. Their closeness facilitates further collaboration. That should sound familiar to those who’ve \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56979/what-the-research-says-about-the-academic-power-of-friendship\">\u003cspan style=\"font-weight: 400\">read about\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> cooperative learning in children. Research \u003c/span>\u003ca href=\"https://kappanonline.org/van-ryzin-roseth-power-peer-influence-address-student-behavioral-problems/\">\u003cspan style=\"font-weight: 400\">in that area\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that carefully created and scaffolded group work can produce an expectation of cooperation which in turn breeds liking, and the more students like each other, the more they’ll cooperate. \u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">The role of administrators\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">To get this kind of positive feedback loop started, administrators can’t just “take an innovative collaborative design and try to graft it onto their schools,” Hargreaves and O’Connor say. Relationship-building must come first to produce the necessary feeling of solidarity. \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/0031721718797116\">\u003cspan style=\"font-weight: 400\">They report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that one network in the Pacific Northwest brought together teachers at 30 rural schools. Before teachers began to work together deeply, they first had to collaborate superficially.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> Mariscal, the California kindergarten teacher, says her administrative team encouraged grade-level teams to take their kids on outings together before Covid-19 and, now, to do happy hour Zooms. “We also have buddy teachers,” she says, “so every Friday our class will get paired with an upper-grade class, and they’ll do activities together, and it’s also a great way to connect with a teacher who’s not in your cohort.” Last year, she got a lot of value out of the program. “It was just a great time for us to be like, ‘How’s it going?’ you know, that check-in with each other, and not just about teaching but about our own lives.” \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_57172\" class=\"wp-caption alignnone\" style=\"max-width: 1600px\">\u003cimg class=\"size-full wp-image-57172\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/12/Bianka-Mariscal.png\" alt=\"\" width=\"1600\" height=\"1200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/12/Bianka-Mariscal.png 1600w, https://ww2.kqed.org/app/uploads/sites/23/2020/12/Bianka-Mariscal-800x600.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/12/Bianka-Mariscal-1020x765.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2020/12/Bianka-Mariscal-160x120.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/12/Bianka-Mariscal-768x576.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/12/Bianka-Mariscal-1536x1152.png 1536w\" sizes=\"(max-width: 1600px) 100vw, 1600px\">\u003cfigcaption class=\"wp-caption-text\">Bianka Mariscal stands with her colleagues at East Palo Alto Charter School. \u003ccite>(Courtesy of Bianka Mariscal)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Which brings us back to Jennings and collective efficacy. The initial step to achieving it, she says, “is building a feeling of connection at all levels of the school. Connection requires feelings of safety, affiliation, and collective sharing of positive emotions.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s unsurprising then, that \u003c/span>\u003ca href=\"https://eric.ed.gov/?id=EJ954633\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a> \u003ca href=\"https://aefpweb.org/sites/default/files/webform/44/Liebowitz_Porter_2019_AEFP.pdf\">\u003cspan style=\"font-weight: 400\">has tied\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> administrators placing importance on relationships among adults on campus with increased levels of openness, trust and comfort, which in turn lead to improved school climate, \u003c/span>\u003ca href=\"https://learningpolicyinstitute.org/product/teacher-turnover-report\">\u003cspan style=\"font-weight: 400\">increased\u003c/span>\u003c/a> \u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/00098650309602010\">\u003cspan style=\"font-weight: 400\">teacher\u003c/span>\u003c/a> \u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/15700760701817371\">\u003cspan style=\"font-weight: 400\">retention\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and decreased \u003c/span>\u003ca href=\"http://www.pdkmembers.org/members_online/publications/archive/pdf/k0903kni.pdf\">\u003cspan style=\"font-weight: 400\">teacher resistance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to initiatives. Collegiality can also be a tool for promoting and sustaining social change within a school, according to \u003c/span>\u003ca href=\"https://www.researchgate.net/publication/226869063_Forgetting_About_Friendship_Using_Conflict_in_Teacher_Communities_as_a_Catalyst_for_School_Change\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from Jorge Ávila de Lima, a sociologist at the University of the Azores. Yet “compared to almost all other countries,” teachers in the U.S. have less in-school time away from their classes to collaborate or visit with other teachers, Hargreaves says, citing \u003c/span>\u003ca href=\"https://www.oecd.org/unitedstates/\">\u003cspan style=\"font-weight: 400\">OECD\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> data. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Collective efficacy may be hard to achieve under current conditions, but teachers know it when they feel it. For Watkins, the chemistry teacher, it means comfort walking up to an assistant principal and saying, “Hey what do you think of this idea?” Together, they rolled out a Pizza Participation Challenge to boost attendance during distance learning. After delivering the first round of pizzas to student’s homes in late September, she said, “It was so worth seeing the look on their faces and receiving their kind thank you notes that expressed how grateful they were to feel so cared about by their teachers and principals.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yet stories like these ones don’t mean friendship on campus has to feel like one big round of \"Kumbaya.\" Elizabeth Self reminds us that for collective efficacy to arise, teachers can think of friends on staff both in the colloquial sense—buddies, confidants—and also as allies. “Who is leaning more toward the same things you are?\" she said. \"Sometimes that includes people who are or can become friends, and sometimes it’s like, ‘I need somebody who can help me deal with this stupid bathroom policy we are dealing with right now, and I know this person tends to think like me around issues of students having more freedom, so I’m going to go to them so we can combine efforts.’”\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This article is part of the “\u003ca href=\"https://www.kqed.org/mindshift/tag/friendships\">Friendship in Schools\u003c/a>” series, which explores the complexities of friendship at various stages of learning.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/gailcornwall\">\u003ci>\u003cspan style=\"font-weight: 400\">Gail Cornwall\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> works as a mother and writer in San Francisco.\u003c/span>\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"Cultivating a collegial environment can help teacher stability, quality and efficacy in schools and translate to real gains for student achievement. ","status":"publish","parent":0,"modified":1609611987,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":39,"wordCount":2881},"headData":{"title":"What Difference Can Teacher Friendships Make at Schools? - MindShift","description":"Cultivating a collegial environment can help teacher stability, quality and efficacy in schools and translate to real gains for student achievement. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What Difference Can Teacher Friendships Make at Schools?","datePublished":"2021-01-01T07:41:24.000Z","dateModified":"2021-01-02T18:26:27.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"57170 https://ww2.kqed.org/mindshift/?p=57170","disqusUrl":"https://ww2.kqed.org/mindshift/2020/12/31/what-difference-can-teacher-friendships-make-at-schools/","disqusTitle":"What Difference Can Teacher Friendships Make at Schools?","nprByline":"Gail Cornwall","path":"/mindshift/57170/what-difference-can-teacher-friendships-make-at-schools","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Positive student-teacher relationships \u003c/span>\u003ca href=\"https://eric.ed.gov/?id=EJ888657\">\u003cspan style=\"font-weight: 400\">increase\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> both \u003c/span>\u003ca href=\"https://scholar.harvard.edu/files/todd_rogers/files/creating_birds_0.pdf\">\u003cspan style=\"font-weight: 400\">academic engagement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and prosocial behavior at all levels of schooling. Teachers who offer individual students and entire classes the “\u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1468-2885.2000.tb00176.x\">\u003cspan style=\"font-weight: 400\">educational friendship\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” of \u003c/span>\u003ca href=\"https://www.nber.org/papers/w25254\">\u003cspan style=\"font-weight: 400\">respect\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://files.eric.ed.gov/fulltext/EJ1109954.pdf\">\u003cspan style=\"font-weight: 400\">appreciation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and good old benefit of the doubt fundamentally alter experiences of schooling for the better. But what about teacher-to-teacher friendships? \u003c/span>\u003cspan style=\"font-weight: 400\">Are those just a nice bonus when they materialize, or does a warm, collaborative professional environment make a significant difference? It will come as no surprise to anyone who has spent time in a school that teachers, students and entire learning communities can benefit immensely from \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/friendship-in-schools\">\u003cspan style=\"font-weight: 400\">friendships\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> among adults on staff. The relevance of astronauts and bathrooms might come as a bit of a shock though.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">What teachers are up against\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">University of Virginia education professor \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://curry.virginia.edu/patricia-jennings\">Patricia Ann Jennings\u003c/a> \u003c/span>\u003cspan style=\"font-weight: 400\">has spent the last decade studying teacher stress. “Of\u003c/span>\u003cspan style=\"font-weight: 400\">ten teachers feel very alone in their classrooms and they feel very disconnected from the other adults,” she said. Her research points to a handful of common stressors, things as simple as teachers having to “hold it” when they need to use the restroom, not being able to just walk away from conflict and lacking privacy. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There’s actually robust research on the ill effects of isolated, confined environments, according to Emily Anthes, author of the new book \"\u003c/span>\u003ca href=\"https://us.macmillan.com/books/9780374716684\">\u003cspan style=\"font-weight: 400\">The Great Indoors\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\" She \u003c/span>\u003ca href=\"https://www.npr.org/transcripts/911624033\">\u003cspan style=\"font-weight: 400\">recently told \u003c/span>\u003cspan style=\"font-weight: 400\">NPR\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that astronauts in space shuttles adapt by using tricks like creating “auditory privacy” with headphones. But teachers don’t have the luxury of psychological escape. They have to not only remain engaged in stressful situations but also manage them publicly. “Whatever is happening in that moment, you have to be able to successfully deal with strong emotions without harming yourself by inhibiting them (stuffing them, basically) or expressing emotions in a way that’s harmful to your students or the learning environment,” Jennings says. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Her book \"\u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://wwnorton.com/books/9780393714258\">Teacher Burnout Turnaround: \u003c/a>\u003c/span>\u003ca href=\"https://wwnorton.com/books/9780393714258\">Strategies for Empowered Educators\u003c/a>\u003cspan style=\"font-weight: 400\">\"\u003c/span>\u003cspan style=\"font-weight: 400\"> explains that \u003c/span>\u003cspan style=\"font-weight: 400\">teachers are also regularly asked to achieve the impossible. “Not only are they being told they have to control these kids, but they are supposed to get everybody above average. Well, you can’t,” according to Jennings. Many teachers disagree with directives from above, and she says, “They’re being asked to teach in ways that we know are not effective and they are having moral distress. When you make kids sit down and practice for a test that you think is stupid, it’s horrifying.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Andy Hargreaves’s \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0742051X18312204?via%3Dihub\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> backs Jennings up. “One of the things that most undermines teacher wellbeing is having to teach things you don’t believe in, and test prep comes out top of the list,” says the co-author of \"\u003c/span>\u003ca href=\"https://us.corwin.com/en-us/nam/collaborative-professionalism/book247835\">\u003cspan style=\"font-weight: 400\">Collaborative Professionalism: When Teaching Together Means Learning for All\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\"\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The end result is burnout, and that was true before the pandemic thrust upon teachers \u003c/span>\u003ca href=\"https://www.edweek.org/ew/collections/teacher-health-wellness/index.html\">\u003cspan style=\"font-weight: 400\">a whole other set\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of expectations, responsibilities, challenges and a new brand of isolation. (For example, distance learning has made that “handling things publicly” challenge far worse, \u003c/span>\u003ca href=\"http://www.andyhargreaves.com/\">\u003cspan style=\"font-weight: 400\">Hargreaves\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> says. \u003c/span>\u003ca href=\"https://www.emerald.com/insight/content/doi/10.1108/JPCC-06-2020-0039/full/html\">\u003cspan style=\"font-weight: 400\">His research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that Covid-19 “gives parents distorted observations of what teaching is usually like.”)\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">The benefit of teacher peer support\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Everything Jennings knows about burnout suggests that strong, positive relationships between teachers will decrease it, and this conclusion finds support in \u003c/span>\u003ca href=\"https://files.eric.ed.gov/fulltext/ED495822.pdf\">\u003cspan style=\"font-weight: 400\">research tying\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> collaboration and common planning time to reduced teacher attrition.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bianka Mariscal is in her sixth year teaching kindergarten at East Palo Alto Charter School. \"Having a friend who can be that sounding board in order to support your kids in the way that you feel is best, it’s just great to have,\" she says. \"Also, when you’re stressed out, it’s just a self-care thing.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even when teachers “are having a really hard time with an admin” and have another appealing job offer, says \u003c/span>\u003ca href=\"https://my.vanderbilt.edu/elizabethself/\">\u003cspan style=\"font-weight: 400\">Elizabeth Self\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an assistant professor and teacher education researcher at Vanderbilt University, “if teachers are in a school where they have strong, close friends and allies, they will stay.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There’s some evidence from medical fields that training together promotes the development of friendships, and that \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/15855070\">\u003cspan style=\"font-weight: 400\">friendships promote learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, especially if there’s an “\u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pubmed/19084479\">\u003cspan style=\"font-weight: 400\">ask anything\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” culture. That doesn’t just mean the freedom to ask each other “dumb” questions, says Tamara Steffy, a professor of mathematics, but also “a genuine willingness to say, ‘What do you need?’” She says of two other math professors at Seminole State College of Florida, “We make each other better. We exchange ideas and perspectives \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">all \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">the time. Collaboration and friendship with colleagues has been a major support in my career—making my personal life richer and my professional experience more rewarding.”\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_57178\" class=\"wp-caption alignnone\" style=\"max-width: 512px\">\u003cimg class=\"size-full wp-image-57178\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/12/Cornwall-1.png\" alt=\"\" width=\"512\" height=\"512\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/12/Cornwall-1.png 512w, https://ww2.kqed.org/app/uploads/sites/23/2020/12/Cornwall-1-160x160.png 160w\" sizes=\"(max-width: 512px) 100vw, 512px\">\u003cfigcaption class=\"wp-caption-text\">Grace Nasnas took a picture of herself with Julie Edstrom and Tammy Steffy at a math convention. \u003ccite>(Courtesy of Tammy Steffy)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The more teachers are given opportunities to collaborate, Jennings confirms, “the more their job becomes enjoyable and they also learn to solve problems together that by themselves they often can’t do.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The impact on \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/0031721718797116\">\u003cspan style=\"font-weight: 400\">teacher-retention, motivation and development\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> may be even more pronounced for members of traditionally underrepresented groups. Elizabeth Self says implicit bias, \u003c/span>\u003ca href=\"https://www.nytimes.com/2020/12/04/parenting/remote-learning-microaggressions.html\">\u003cspan style=\"font-weight: 400\">microaggressions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and other forms of racism in schools impact individual teachers differently, with targets historically faring better “when they had people there who could either fight alongside them, like in an activist sense, or at a minimum help sustain them psychologically.” Young teachers also stand to reap outsized rewards from logistical and social and emotional support from colleagues.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And, of course, the teacher stability, quality and efficacy wrought by both congeniality and \u003c/span>\u003ca href=\"https://core.ac.uk/download/pdf/81212847.pdf\">\u003cspan style=\"font-weight: 400\">collegiality in schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> translate to real gains for student achievement. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kevin Palmer noticed \u003c/span>\u003ca href=\"https://www.newenglandssc.org/wp-content/uploads/2015/11/ImprovingRelationshipsWithinSchoolhouse.pdf\">\u003cspan style=\"font-weight: 400\">another upside\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> after team-teaching with colleagues for 30 years, over 20 of them at William Fremd High School in Palatine, Illinois. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When the kids saw and understood the relationship we had with each other, the teachers that is, they felt much more relaxed and collaborative with each other,\" he said. \"I think our friendship modeled for them a sense of camaraderie.” \u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Common pitfalls: collective efficacy, going easy, and cliques\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Bianka Mariscal, it's important to have someone to talk to. “There have always been times where I can just go across the classroom to one of my friends, and be like, ‘Oh my God, I have to tell you about this day,'\" she says. \"You don’t feel as alone.” Hargreaves \u003c/span>\u003ca href=\"https://www.amazon.com/Collaborative-Professionalism-Teaching-Together-Learning/dp/1506328156\">\u003cspan style=\"font-weight: 400\">dubs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> this the “solidarity effect.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yet not all friendly interactions are created equal. “What usually happens, which is horrible,” Jennings says, “is by the time the teachers do spend time together in a lunchroom or in a faculty meeting, they often gripe a lot.” As legitimate as their grievances may be, it can create a “kind of a toxic adult environment,” she says, which is especially unfortunate given the research on what’s called “collective efficacy.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A \u003c/span>\u003ca href=\"https://ecommons.luc.edu/cgi/viewcontent.cgi?article=1132&context=luc_diss\">\u003cspan style=\"font-weight: 400\">meta-analysis published in 2011\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> tied student achievement levels to teachers’ beliefs about their ability, as a staff, to positively impact students. Teachers’ individual self-efficacy beliefs \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0022440506000847\">\u003cspan style=\"font-weight: 400\">have also been tied\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to both job satisfaction and student achievement. In fact, Jennings says, collective efficacy has been identified as “the most influential factor in promoting student achievement, much higher even than students’ socioeconomic status, prior achievement, quality of their home environment, and parental support.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To enhance collective efficacy, teachers need to feel like they have a say, that is, a meaningful role and some agency with respect to what and how they teach. Gripe sessions, unfortunately, have the opposite impact. (Of course, two big pieces of collective efficacy—access to the resources needed to teach effectively and students’ preparedness to learn—fall well outside the control of even the most friendly, collegial and democratic school staff.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are other potential pitfalls that come with warm teacher-to-teacher relationships. Of one colleague, Kevin Palmer says, “her and I did often clash without it affecting our relationship,” but when it came to another good friend he says, “I loved teaching with her, but I will say that because of our friendship, I found myself reluctant to disagree or challenge her suggestions as much as I did other team members.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Building close interpersonal relationships only helps schools and students if the adults on campus are “continuing to develop healthy workplace environments for people to work across and outside of friendships,” says Elizabeth Self, and that can be really hard when, say, there’s a grade-level team that includes some teachers who are great friends and others who aren’t.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When does it move from people drawing on each other as resources in terms of friendships, to a ‘we have a clique problem’ kind of thing?” says Self.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Building true collegiality\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Luckily, a good deal of research has been done on how best to boost collaborative professionalism in schools. “Since the 1990s, professional learning specialists have created a number of approaches—such as data teams, professional learning communities, critical friends circles, and learning walks—designed to make professional collaboration more deliberate and effective,” explain Hargreaves and Michael T. O’Connor in a 2018 \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/0031721718797116\">\u003cspan style=\"font-weight: 400\">paper\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> based on research in the U.S. and four other countries. It’s entitled, “Solidarity with solidity: The case for collaborative professionalism.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One thing they learned? “Collaborative practices that have been mandated in a top-down fashion, or that seem ‘contrived’ can easily backfire, causing teachers to collaborate even less than before.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In order to avoid jeopardizing existing relationships, like Mr. Palmer’s, “collaboration needs specific designs, protocols, structures, and processes to guide conversations,” they say. Take feedback, for example. Under the right conditions, they say, “feedback can be very critical and teachers still welcome it.” Those conditions can include:\u003cbr>\n\u003c/span>\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"font-weight: 400\">creating a norm of “encouraging and not merely tolerating differences of view” \u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">remembering to bring the discussion back to what benefits students\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">assigning roles in a group so it’s someone’s job to be critical, not their choice or personality\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\"> a sense that the work product being criticized belongs to the whole group, not an individual\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">ground rules such as “maintain a respectful and considerate tone”\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bianka Mariscal agrees that norms and phrasing can make all the difference. “Some of my closest friends work with me and are on the same team, and one of them has been my lead in the past,\" she said. \"Based on her interactions with me, when she says, ‘Okay, let’s talk through this,’ or like, ‘Oh, I noticed this happened,’ I know she knows what works best for me. If you didn’t have that, I think it would feel like an attack on the way I was doing things. But I know, just from interacting with her, it’s more of like, ‘I’m here to help you.’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The ultimate goal is this sense of purposeful togetherness where each individual feels valued for their own authoritative knowledge, a collective feeling of common purpose, and a generalized belief in the worthiness of the enterprise, including confidence that something substantive and valuable will result. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Stephanie Watkins, a teacher at Fern Creek High School in Louisville, Kentucky, says that’s exactly what her chemistry team has going for it. There’s a veteran teacher who brings substantial experience with both content and classroom management; then Watkins and a colleague who both have a moderate amount of time in the classroom but a good deal to share when it comes to “real-world experience and hands-on demonstrations”; and a teacher just barely out of college, valued by his team for “a fresh look at updates to education and overall positivity.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">They agreed “that to understand chemistry you have to do chemistry and not just read about it,” she says, so they worked together to solicit donations for, acquire, and assemble at-home lab kits for all 524 of their chemistry students. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_57171\" class=\"wp-caption alignnone\" style=\"max-width: 565px\">\u003cimg class=\"size-full wp-image-57171\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/12/Cornwall-2.png\" alt=\"\" width=\"565\" height=\"377\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/12/Cornwall-2.png 565w, https://ww2.kqed.org/app/uploads/sites/23/2020/12/Cornwall-2-160x107.png 160w\" sizes=\"(max-width: 565px) 100vw, 565px\">\u003cfigcaption class=\"wp-caption-text\">Stephanie Watkins, a teacher at Fern Creek High School in Louisville, Kentucky and her team of four chemistry teachers solicited donations for, acquired, and assembled at-home lab kits for all 524 of their students. \u003ccite>(Courtesy of Stephanie Watkins)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">When teachers engage in collaborations like this, they grow closer. Their closeness facilitates further collaboration. That should sound familiar to those who’ve \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56979/what-the-research-says-about-the-academic-power-of-friendship\">\u003cspan style=\"font-weight: 400\">read about\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> cooperative learning in children. Research \u003c/span>\u003ca href=\"https://kappanonline.org/van-ryzin-roseth-power-peer-influence-address-student-behavioral-problems/\">\u003cspan style=\"font-weight: 400\">in that area\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows that carefully created and scaffolded group work can produce an expectation of cooperation which in turn breeds liking, and the more students like each other, the more they’ll cooperate. \u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">The role of administrators\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">To get this kind of positive feedback loop started, administrators can’t just “take an innovative collaborative design and try to graft it onto their schools,” Hargreaves and O’Connor say. Relationship-building must come first to produce the necessary feeling of solidarity. \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/0031721718797116\">\u003cspan style=\"font-weight: 400\">They report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that one network in the Pacific Northwest brought together teachers at 30 rural schools. Before teachers began to work together deeply, they first had to collaborate superficially.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> Mariscal, the California kindergarten teacher, says her administrative team encouraged grade-level teams to take their kids on outings together before Covid-19 and, now, to do happy hour Zooms. “We also have buddy teachers,” she says, “so every Friday our class will get paired with an upper-grade class, and they’ll do activities together, and it’s also a great way to connect with a teacher who’s not in your cohort.” Last year, she got a lot of value out of the program. “It was just a great time for us to be like, ‘How’s it going?’ you know, that check-in with each other, and not just about teaching but about our own lives.” \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_57172\" class=\"wp-caption alignnone\" style=\"max-width: 1600px\">\u003cimg class=\"size-full wp-image-57172\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/12/Bianka-Mariscal.png\" alt=\"\" width=\"1600\" height=\"1200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/12/Bianka-Mariscal.png 1600w, https://ww2.kqed.org/app/uploads/sites/23/2020/12/Bianka-Mariscal-800x600.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/12/Bianka-Mariscal-1020x765.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2020/12/Bianka-Mariscal-160x120.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/12/Bianka-Mariscal-768x576.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/12/Bianka-Mariscal-1536x1152.png 1536w\" sizes=\"(max-width: 1600px) 100vw, 1600px\">\u003cfigcaption class=\"wp-caption-text\">Bianka Mariscal stands with her colleagues at East Palo Alto Charter School. \u003ccite>(Courtesy of Bianka Mariscal)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Which brings us back to Jennings and collective efficacy. The initial step to achieving it, she says, “is building a feeling of connection at all levels of the school. Connection requires feelings of safety, affiliation, and collective sharing of positive emotions.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s unsurprising then, that \u003c/span>\u003ca href=\"https://eric.ed.gov/?id=EJ954633\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a> \u003ca href=\"https://aefpweb.org/sites/default/files/webform/44/Liebowitz_Porter_2019_AEFP.pdf\">\u003cspan style=\"font-weight: 400\">has tied\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> administrators placing importance on relationships among adults on campus with increased levels of openness, trust and comfort, which in turn lead to improved school climate, \u003c/span>\u003ca href=\"https://learningpolicyinstitute.org/product/teacher-turnover-report\">\u003cspan style=\"font-weight: 400\">increased\u003c/span>\u003c/a> \u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/00098650309602010\">\u003cspan style=\"font-weight: 400\">teacher\u003c/span>\u003c/a> \u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/15700760701817371\">\u003cspan style=\"font-weight: 400\">retention\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and decreased \u003c/span>\u003ca href=\"http://www.pdkmembers.org/members_online/publications/archive/pdf/k0903kni.pdf\">\u003cspan style=\"font-weight: 400\">teacher resistance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to initiatives. Collegiality can also be a tool for promoting and sustaining social change within a school, according to \u003c/span>\u003ca href=\"https://www.researchgate.net/publication/226869063_Forgetting_About_Friendship_Using_Conflict_in_Teacher_Communities_as_a_Catalyst_for_School_Change\">\u003cspan style=\"font-weight: 400\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from Jorge Ávila de Lima, a sociologist at the University of the Azores. Yet “compared to almost all other countries,” teachers in the U.S. have less in-school time away from their classes to collaborate or visit with other teachers, Hargreaves says, citing \u003c/span>\u003ca href=\"https://www.oecd.org/unitedstates/\">\u003cspan style=\"font-weight: 400\">OECD\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> data. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Collective efficacy may be hard to achieve under current conditions, but teachers know it when they feel it. For Watkins, the chemistry teacher, it means comfort walking up to an assistant principal and saying, “Hey what do you think of this idea?” Together, they rolled out a Pizza Participation Challenge to boost attendance during distance learning. After delivering the first round of pizzas to student’s homes in late September, she said, “It was so worth seeing the look on their faces and receiving their kind thank you notes that expressed how grateful they were to feel so cared about by their teachers and principals.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yet stories like these ones don’t mean friendship on campus has to feel like one big round of \"Kumbaya.\" Elizabeth Self reminds us that for collective efficacy to arise, teachers can think of friends on staff both in the colloquial sense—buddies, confidants—and also as allies. “Who is leaning more toward the same things you are?\" she said. \"Sometimes that includes people who are or can become friends, and sometimes it’s like, ‘I need somebody who can help me deal with this stupid bathroom policy we are dealing with right now, and I know this person tends to think like me around issues of students having more freedom, so I’m going to go to them so we can combine efforts.’”\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This article is part of the “\u003ca href=\"https://www.kqed.org/mindshift/tag/friendships\">Friendship in Schools\u003c/a>” series, which explores the complexities of friendship at various stages of learning.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/gailcornwall\">\u003ci>\u003cspan style=\"font-weight: 400\">Gail Cornwall\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> works as a mother and writer in San Francisco.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/57170/what-difference-can-teacher-friendships-make-at-schools","authors":["byline_mindshift_57170"],"categories":["mindshift_192"],"tags":["mindshift_21396","mindshift_21336","mindshift_608","mindshift_21382","mindshift_943","mindshift_21398","mindshift_20716"],"featImg":"mindshift_57173","label":"mindshift"},"mindshift_56650":{"type":"posts","id":"mindshift_56650","meta":{"index":"posts_1591205157","site":"mindshift","id":"56650","score":null,"sort":[1600153801000]},"guestAuthors":[],"slug":"were-all-new-this-year-how-advice-for-rookie-teachers-can-help-everyone-during-virtual-learning","title":"We’re All New This Year: How Advice for Rookie Teachers Can Help Everyone During Virtual Learning","publishDate":1600153801,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">How can I teach music if the kids aren’t allowed to sing indoors? How will lag time affect group singing online? How will I make students feel seen and heard via Zoom? Those were some of the questions that elementary music teacher \u003c/span>\u003ca href=\"https://twitter.com/NotesByMrsC\">\u003cspan style=\"font-weight: 400\">Angela Carpenter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> spent her summer trying to figure out. Though she would be entering her 15th year of teaching, it was like \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56471/if-i-could-handle-this-i-can-handle-anything-first-year-teachers-reflect-on-the-pandemic\">\u003cspan style=\"font-weight: 400\">being new to the job\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “No one has done this before. Even the teaching that we’re doing now is so vastly different than what we did in the spring,\" she said, \"because that was \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56068/how-teachers-want-emergency-distance-learning-improved\">\u003cspan style=\"font-weight: 400\">panic teaching\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\"\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She’s not alone with that thought. \u003c/span>\u003c/p>\n\u003cp>https://twitter.com/NotesByMrsC/status/1292985327540371463\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Everyone who’s having to learn all these new platforms and make bigger changes in their teaching than they’ve ever had to make in a single year is in some ways a rookie,” said \u003c/span>\u003ca href=\"https://roxannaelden.com/about/\">\u003cspan style=\"font-weight: 400\">Roxanna Elden\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a former classroom teacher and author of the advice book for teachers \u003c/span>\u003ca href=\"https://www.goodreads.com/en/book/show/18731324-see-me-after-class\">\u003ci>\u003cspan style=\"font-weight: 400\">See Me After Class\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Being a rookie comes with a set of challenges that Elden knows well. In 2015 she created \u003c/span>\u003ca href=\"https://roxannaelden.com/2015/09/announcing-the-new-teacher-disillusionment-power-pack/\">\u003cspan style=\"font-weight: 400\">The New Teacher Disillusionment Power Pack\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a month-long email series to help new educators overcome early hurdles. Almost 20,000 teachers have signed up since then. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The basic rookie problem, she explained, is a combination of exhaustion, high sensitivity about making mistakes and fear of failing at an extremely important job. Those stressors often reach a boiling point in October or November — a time when new teachers may end up \u003c/span>\u003ca href=\"https://www.npr.org/sections/ed/2015/10/22/450575463/it-s-okay-to-cry-in-your-car-fighting-disillusionment-as-a-first-year-teacher\">\u003cspan style=\"font-weight: 400\">crying in their cars\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Given the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56439/most-teachers-concerned-about-in-person-school-2-in-3-want-to-start-the-year-online\">\u003cspan style=\"font-weight: 400\">stress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, uncertainty and unfamiliarity of just about everything teachers are experiencing right now, Elden wouldn’t be surprised to see a similar trajectory this fall. “The difference is that no one is in their car. They’re either off screen or on mute or in a different part of their house, (going) through that same emotional breakdown.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her email series, Elden coaches new teachers through the toughest part of the year by encouraging them to get more rest, develop a support network and accept imperfection. Here’s how similar advice could help all teachers as they embark on a potentially overwhelming school year during the COVID-19 pandemic.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Reducing Exhaustion\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Summer is typically a time for teachers to recharge. But this year, many people have been \u003c/span>\u003ca href=\"https://elemental.medium.com/your-surge-capacity-is-depleted-it-s-why-you-feel-awful-de285d542f4c\">\u003cspan style=\"font-weight: 400\">operating at “surge capacity,”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and educators had to prepare for fall amid ever-changing expectations. Carpenter recalled talking with her colleagues at Lexington Public Schools in Massachusetts before school began and saying, “We’re so tired right now, how are we going to even manage?” One day, her department head told the whole team to take a full day off. No lesson plans, no emails, no texts. Just rest. Carpenter and her colleagues resisted the idea at first, but ultimately it made a difference. “It just took that one day to kind of snap me out of it. And then I felt better. Not 100 percent, but I felt like, OK, this isn't going to be as awful.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Opportunities to refuel can come in smaller chunks, too. “It’s important to take time to breathe,” said \u003c/span>\u003ca href=\"https://twitter.com/jen_hawkins4\">\u003cspan style=\"font-weight: 400\">Jen Hawkins\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, host of the \u003c/span>\u003ca href=\"https://twitter.com/BTWPodcastChat\">\u003cspan style=\"font-weight: 400\">Beginning Teacher Wednesdays\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> podcast. Hawkins is an assistant principal at Hortons Creek Elementary School in Cary, North Carolina, which started the year with virtual instruction in mid-August. She said the preparation time and energy required for online teaching is grueling, as is being attached to screens all day. To ground themselves, some teachers at her school have been walking outside during lunch or simply closing their computers and stepping away when possible.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Elden, too, said that managing energy levels is critical. “We hear the term self-care thrown around, but often you don’t realize how bad you need a break until you’re taking it out on the kids and then feeling terrible that you did.” In addition to reminding new teachers to \u003c/span>\u003ca href=\"https://www.nea.org/advocating-for-change/new-from-nea/not-getting-enough-sleep-tired-teachers-arent-usually-best\">\u003cspan style=\"font-weight: 400\">get sufficient sleep\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, she encourages them to find one aspect of the classroom each week that they can “get on autopilot,” such as the morning routine. Veteran teachers have likely worked out a number of these systems in their physical classrooms but may need to find new ones for virtual or hybrid settings. Elden said to start by identifying a \u003c/span>\u003ca href=\"https://catlintucker.com/2019/02/ask-yourself-why-am-i-grading-this/\">\u003cspan style=\"font-weight: 400\">source of constant stress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> throughout the week. Then use the weekend to devise a solution, so that “at least you know that next week is going to go more smoothly.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Creating a board of advisers\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">One difference between this year and Carpenter’s first year teaching is that she knows who to turn to for support. She and the other elementary music teachers in her district worked together this summer to propose a feasible remote schedule, and she said they will continue to collaborate as they figure out \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56570/6-classroom-strategies-that-work-for-generating-student-discussions-online\">\u003cspan style=\"font-weight: 400\">what works\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56526/what-student-activists-want-teachers-to-know-about-virtual-learning-and-reopening-schools\">\u003cspan style=\"font-weight: 400\">what doesn’t\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> this year. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schools often pair new teachers with mentors for that kind of support. While that term might feel odd for a veteran teacher, Elden said that cultivating a “board of advisers” can be useful at any stage of your career. The board should include teachers of similar subjects, teachers of similar kids, someone who can be trusted to be discreet, and someone “who is not a teacher but who knows your strengths that you can call when you really just feel like you’re failing.” Another addition this year might be a colleague or relative to help with technology. In a USA Today/Ipsos \u003c/span>\u003ca href=\"https://www.usatoday.com/story/news/education/2020/05/26/coronavirus-schools-teachers-poll-ipsos-parents-fall-online/5254729002/\">\u003cspan style=\"font-weight: 400\">survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> conducted in May, a quarter of teachers 55 and older reported difficulty with using technology for distance learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hawkins recommended that teachers’ support systems include people who help you grow, people who remind you to put kids first, and people to hold you accountable for staying grounded. “It is so important for us to name our people who are going to help support us … and if we don’t have those people, now is the time to find them.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Accepting imperfection\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teaching is hard, and new teachers often worry that they are secretly failing and about to be exposed, according to Elden. Experienced teachers are more likely to know that they’re not the only ones struggling, but the adjustment to virtual or hybrid teaching may bring back some of those insecurities. \u003c/span>\u003cspan style=\"font-weight: 400\">“Being a veteran teacher, I've always felt like, ‘I got this. I've done this before. If I have a little bump in the road it’ll be fine because I know what to do,’” Carpenter said. Now, she anticipates needing to give herself grace when, for example, a virtual lesson tanks and kids tune out. “I just need to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/failure\">\u003cspan style=\"font-weight: 400\">be OK with failing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Part of new teachers’ stress comes not just from individual mistakes, but from worrying about “failing at a job they consider one of the most important in the world,” said Elden. Between \u003c/span>\u003ca href=\"https://www.wbur.org/hereandnow/2020/08/20/public-preschools-coronavirus-closing\">\u003cspan style=\"font-weight: 400\">concerns about COVID-19 learning loss\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56187/6-things-anti-racist-educators-want-grown-ups-to-know-about-teaching-and-raising-kids\">\u003cspan style=\"font-weight: 400\">sharper spotlight on racial inequities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the U.S., some teachers may be feeling that burden even more right now. Elden wants to remind them to focus on what they can control. “Your job description has temporarily changed,” she said. “Being a good teacher with moments of greatness and moments of adequateness is OK.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hawkins advocated a practice she does for herself. Each night in her planner she writes one thing she did well that day. The habit provides a boost in the moment, and when she looks back over a few weeks or months, she can see how small successes have \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/growth-mindset\">\u003cspan style=\"font-weight: 400\">accumulated into larger progress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Hawkins didn’t always have that clarity, though. Faced with doubts in her first year of teaching, she readied her resume for jobs in other fields. \u003c/span>\u003cspan style=\"font-weight: 400\">The lesson she’s learned since then — that growth comes from discomfort — is applicable to everyone during distance learning, she said. \u003c/span>\u003cspan style=\"font-weight: 400\">“S\u003c/span>\u003cspan style=\"font-weight: 400\">ometimes you have to just jump in and do it so you can get better.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Carpenter hopes her own willingness to jump in and to accept her imperfections will allow students to do the same. For her first asynchronous lesson she created a slide that says, “This is all new for everyone … even for me!”\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-56653\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/09/Carpenter-this-is-all-new.jpg_small.jpg\" alt=\"\" width=\"680\" height=\"380\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/09/Carpenter-this-is-all-new.jpg_small.jpg 680w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/Carpenter-this-is-all-new.jpg_small-160x89.jpg 160w\" sizes=\"(max-width: 680px) 100vw, 680px\">\u003c/p>\n\n","blocks":[],"excerpt":"The first year is the hardest for new teachers. Approaching this school year with the guidance one would give a first-year teacher can serve as a helpful tool for navigating the workload and mitigating total exhaustion. ","status":"publish","parent":0,"modified":1600187691,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":1437},"headData":{"title":"We’re All New This Year: How Advice for Rookie Teachers Can Help Everyone During Virtual Learning - MindShift","description":"The first year is the hardest for new teachers. Approaching this school year with the guidance one would give a first-year teacher can serve as a helpful tool for navigating the workload and mitigating total exhaustion. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"We’re All New This Year: How Advice for Rookie Teachers Can Help Everyone During Virtual Learning","datePublished":"2020-09-15T07:10:01.000Z","dateModified":"2020-09-15T16:34:51.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"56650 https://ww2.kqed.org/mindshift/?p=56650","disqusUrl":"https://ww2.kqed.org/mindshift/2020/09/15/were-all-new-this-year-how-advice-for-rookie-teachers-can-help-everyone-during-virtual-learning/","disqusTitle":"We’re All New This Year: How Advice for Rookie Teachers Can Help Everyone During Virtual Learning","path":"/mindshift/56650/were-all-new-this-year-how-advice-for-rookie-teachers-can-help-everyone-during-virtual-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">How can I teach music if the kids aren’t allowed to sing indoors? How will lag time affect group singing online? How will I make students feel seen and heard via Zoom? Those were some of the questions that elementary music teacher \u003c/span>\u003ca href=\"https://twitter.com/NotesByMrsC\">\u003cspan style=\"font-weight: 400\">Angela Carpenter\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> spent her summer trying to figure out. Though she would be entering her 15th year of teaching, it was like \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56471/if-i-could-handle-this-i-can-handle-anything-first-year-teachers-reflect-on-the-pandemic\">\u003cspan style=\"font-weight: 400\">being new to the job\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “No one has done this before. Even the teaching that we’re doing now is so vastly different than what we did in the spring,\" she said, \"because that was \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56068/how-teachers-want-emergency-distance-learning-improved\">\u003cspan style=\"font-weight: 400\">panic teaching\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\"\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She’s not alone with that thought. \u003c/span>\u003c/p>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"singleTwitterStatus","attributes":{"named":{"id":"1292985327540371463"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Everyone who’s having to learn all these new platforms and make bigger changes in their teaching than they’ve ever had to make in a single year is in some ways a rookie,” said \u003c/span>\u003ca href=\"https://roxannaelden.com/about/\">\u003cspan style=\"font-weight: 400\">Roxanna Elden\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a former classroom teacher and author of the advice book for teachers \u003c/span>\u003ca href=\"https://www.goodreads.com/en/book/show/18731324-see-me-after-class\">\u003ci>\u003cspan style=\"font-weight: 400\">See Me After Class\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Being a rookie comes with a set of challenges that Elden knows well. In 2015 she created \u003c/span>\u003ca href=\"https://roxannaelden.com/2015/09/announcing-the-new-teacher-disillusionment-power-pack/\">\u003cspan style=\"font-weight: 400\">The New Teacher Disillusionment Power Pack\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a month-long email series to help new educators overcome early hurdles. Almost 20,000 teachers have signed up since then. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The basic rookie problem, she explained, is a combination of exhaustion, high sensitivity about making mistakes and fear of failing at an extremely important job. Those stressors often reach a boiling point in October or November — a time when new teachers may end up \u003c/span>\u003ca href=\"https://www.npr.org/sections/ed/2015/10/22/450575463/it-s-okay-to-cry-in-your-car-fighting-disillusionment-as-a-first-year-teacher\">\u003cspan style=\"font-weight: 400\">crying in their cars\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Given the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56439/most-teachers-concerned-about-in-person-school-2-in-3-want-to-start-the-year-online\">\u003cspan style=\"font-weight: 400\">stress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, uncertainty and unfamiliarity of just about everything teachers are experiencing right now, Elden wouldn’t be surprised to see a similar trajectory this fall. “The difference is that no one is in their car. They’re either off screen or on mute or in a different part of their house, (going) through that same emotional breakdown.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her email series, Elden coaches new teachers through the toughest part of the year by encouraging them to get more rest, develop a support network and accept imperfection. Here’s how similar advice could help all teachers as they embark on a potentially overwhelming school year during the COVID-19 pandemic.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Reducing Exhaustion\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Summer is typically a time for teachers to recharge. But this year, many people have been \u003c/span>\u003ca href=\"https://elemental.medium.com/your-surge-capacity-is-depleted-it-s-why-you-feel-awful-de285d542f4c\">\u003cspan style=\"font-weight: 400\">operating at “surge capacity,”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and educators had to prepare for fall amid ever-changing expectations. Carpenter recalled talking with her colleagues at Lexington Public Schools in Massachusetts before school began and saying, “We’re so tired right now, how are we going to even manage?” One day, her department head told the whole team to take a full day off. No lesson plans, no emails, no texts. Just rest. Carpenter and her colleagues resisted the idea at first, but ultimately it made a difference. “It just took that one day to kind of snap me out of it. And then I felt better. Not 100 percent, but I felt like, OK, this isn't going to be as awful.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Opportunities to refuel can come in smaller chunks, too. “It’s important to take time to breathe,” said \u003c/span>\u003ca href=\"https://twitter.com/jen_hawkins4\">\u003cspan style=\"font-weight: 400\">Jen Hawkins\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, host of the \u003c/span>\u003ca href=\"https://twitter.com/BTWPodcastChat\">\u003cspan style=\"font-weight: 400\">Beginning Teacher Wednesdays\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> podcast. Hawkins is an assistant principal at Hortons Creek Elementary School in Cary, North Carolina, which started the year with virtual instruction in mid-August. She said the preparation time and energy required for online teaching is grueling, as is being attached to screens all day. To ground themselves, some teachers at her school have been walking outside during lunch or simply closing their computers and stepping away when possible.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Elden, too, said that managing energy levels is critical. “We hear the term self-care thrown around, but often you don’t realize how bad you need a break until you’re taking it out on the kids and then feeling terrible that you did.” In addition to reminding new teachers to \u003c/span>\u003ca href=\"https://www.nea.org/advocating-for-change/new-from-nea/not-getting-enough-sleep-tired-teachers-arent-usually-best\">\u003cspan style=\"font-weight: 400\">get sufficient sleep\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, she encourages them to find one aspect of the classroom each week that they can “get on autopilot,” such as the morning routine. Veteran teachers have likely worked out a number of these systems in their physical classrooms but may need to find new ones for virtual or hybrid settings. Elden said to start by identifying a \u003c/span>\u003ca href=\"https://catlintucker.com/2019/02/ask-yourself-why-am-i-grading-this/\">\u003cspan style=\"font-weight: 400\">source of constant stress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> throughout the week. Then use the weekend to devise a solution, so that “at least you know that next week is going to go more smoothly.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Creating a board of advisers\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">One difference between this year and Carpenter’s first year teaching is that she knows who to turn to for support. She and the other elementary music teachers in her district worked together this summer to propose a feasible remote schedule, and she said they will continue to collaborate as they figure out \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56570/6-classroom-strategies-that-work-for-generating-student-discussions-online\">\u003cspan style=\"font-weight: 400\">what works\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56526/what-student-activists-want-teachers-to-know-about-virtual-learning-and-reopening-schools\">\u003cspan style=\"font-weight: 400\">what doesn’t\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> this year. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schools often pair new teachers with mentors for that kind of support. While that term might feel odd for a veteran teacher, Elden said that cultivating a “board of advisers” can be useful at any stage of your career. The board should include teachers of similar subjects, teachers of similar kids, someone who can be trusted to be discreet, and someone “who is not a teacher but who knows your strengths that you can call when you really just feel like you’re failing.” Another addition this year might be a colleague or relative to help with technology. In a USA Today/Ipsos \u003c/span>\u003ca href=\"https://www.usatoday.com/story/news/education/2020/05/26/coronavirus-schools-teachers-poll-ipsos-parents-fall-online/5254729002/\">\u003cspan style=\"font-weight: 400\">survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> conducted in May, a quarter of teachers 55 and older reported difficulty with using technology for distance learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hawkins recommended that teachers’ support systems include people who help you grow, people who remind you to put kids first, and people to hold you accountable for staying grounded. “It is so important for us to name our people who are going to help support us … and if we don’t have those people, now is the time to find them.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Accepting imperfection\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teaching is hard, and new teachers often worry that they are secretly failing and about to be exposed, according to Elden. Experienced teachers are more likely to know that they’re not the only ones struggling, but the adjustment to virtual or hybrid teaching may bring back some of those insecurities. \u003c/span>\u003cspan style=\"font-weight: 400\">“Being a veteran teacher, I've always felt like, ‘I got this. I've done this before. If I have a little bump in the road it’ll be fine because I know what to do,’” Carpenter said. Now, she anticipates needing to give herself grace when, for example, a virtual lesson tanks and kids tune out. “I just need to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/failure\">\u003cspan style=\"font-weight: 400\">be OK with failing\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Part of new teachers’ stress comes not just from individual mistakes, but from worrying about “failing at a job they consider one of the most important in the world,” said Elden. Between \u003c/span>\u003ca href=\"https://www.wbur.org/hereandnow/2020/08/20/public-preschools-coronavirus-closing\">\u003cspan style=\"font-weight: 400\">concerns about COVID-19 learning loss\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56187/6-things-anti-racist-educators-want-grown-ups-to-know-about-teaching-and-raising-kids\">\u003cspan style=\"font-weight: 400\">sharper spotlight on racial inequities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the U.S., some teachers may be feeling that burden even more right now. Elden wants to remind them to focus on what they can control. “Your job description has temporarily changed,” she said. “Being a good teacher with moments of greatness and moments of adequateness is OK.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hawkins advocated a practice she does for herself. Each night in her planner she writes one thing she did well that day. The habit provides a boost in the moment, and when she looks back over a few weeks or months, she can see how small successes have \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/growth-mindset\">\u003cspan style=\"font-weight: 400\">accumulated into larger progress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Hawkins didn’t always have that clarity, though. Faced with doubts in her first year of teaching, she readied her resume for jobs in other fields. \u003c/span>\u003cspan style=\"font-weight: 400\">The lesson she’s learned since then — that growth comes from discomfort — is applicable to everyone during distance learning, she said. \u003c/span>\u003cspan style=\"font-weight: 400\">“S\u003c/span>\u003cspan style=\"font-weight: 400\">ometimes you have to just jump in and do it so you can get better.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Carpenter hopes her own willingness to jump in and to accept her imperfections will allow students to do the same. For her first asynchronous lesson she created a slide that says, “This is all new for everyone … even for me!”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-56653\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/09/Carpenter-this-is-all-new.jpg_small.jpg\" alt=\"\" width=\"680\" height=\"380\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/09/Carpenter-this-is-all-new.jpg_small.jpg 680w, https://ww2.kqed.org/app/uploads/sites/23/2020/09/Carpenter-this-is-all-new.jpg_small-160x89.jpg 160w\" sizes=\"(max-width: 680px) 100vw, 680px\">\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/56650/were-all-new-this-year-how-advice-for-rookie-teachers-can-help-everyone-during-virtual-learning","authors":["11487"],"categories":["mindshift_21358","mindshift_193"],"tags":["mindshift_21344","mindshift_21343","mindshift_358","mindshift_608","mindshift_21347","mindshift_21359"],"featImg":"mindshift_56656","label":"mindshift"},"mindshift_48627":{"type":"posts","id":"mindshift_48627","meta":{"index":"posts_1591205157","site":"mindshift","id":"48627","score":null,"sort":[1499670222000]},"guestAuthors":[],"slug":"7-questions-principals-should-ask-when-hiring-future-ready-teachers","title":"7 Questions Principals Should Ask When Hiring Future-Ready Teachers","publishDate":1499670222,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Every year thousands of educators gather for the \u003ca href=\"https://conference.iste.org/2018/\" target=\"_blank\" rel=\"noopener noreferrer\">International Society for Technology in Education (ISTE) conference\u003c/a> eager to learn about the newest features in favorite apps and to glean ideas from one another about how to effectively teach in new ways. The conference seems to grow every year and there is palpable excitement from educators who finally get to commune with their “tribe” -- techy teachers from around the globe.\u003c/p>\n\u003cp>But many of the products currently being marketed to educators are firmly rooted in the current moment of education. For the most part, they focus on how to help educators do what they already do more efficiently. Or they offer flashy digital tools meant to engage learners presumed to have short attention spans, and entice teachers with the analytics under the hood. But too often the conversations around what educators can do with technology in their classrooms focus on the current moment in a system that almost no one thinks is perfect.\u003c/p>\n\u003cp>“I’m fascinated by trying to look forward rather than looking at what schools look like now,” said \u003ca href=\"http://novemberlearning.com/educational-services/educational-consultants/alan-november/\" target=\"_blank\" rel=\"noopener noreferrer\">Alan November\u003c/a> during a presentation at the conference. November has long been invested in education, first as a teacher and now has a consultant and speaker. He suggests that to fundamentally change, education leaders need to define a new role for learners and then hire teachers who can help nurture those qualities. With that in mind, November proposes seven questions that he thinks should become standard in the interviewing and hiring process.\u003cbr>\n\u003cstrong>\u003cbr>\nQuestion #1: How do you teach students to become problem designers?\u003c/strong>\u003c/p>\n\u003cp>“After 40 years of technology, we are still spoon-feeding students problems to solve,” November said. He finds this ridiculous in an era when hiring managers and business leaders routinely say they are looking for employees who \u003ca href=\"https://ww2.kqed.org/mindshift/2014/06/23/employers-challenge-to-educators-make-school-relevant-to-students-lives/\" target=\"_blank\" rel=\"noopener noreferrer\">can define the problems \u003c/a>the company faces and set about attacking them. But students don’t often get to practice defining the problems they will solve. And without exposure to this type of thinking they become dependent, knowing the teacher will do the hard work of devising problems for them.\u003c/p>\n\u003cp>November worked with a teacher, \u003ca href=\"https://twitter.com/mrsjcaviness\" target=\"_blank\" rel=\"noopener noreferrer\">Jessica Caviness\u003c/a>, who resisted the idea that students were capable of designing interesting problems for a long time. Finally she decided to give them a picture -- in this case a cup at a baseball game -- and asked students to come up with a problem for it that wasn’t the most obvious one.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Can u write the warm up question for tomorrow that goes with this cup? Involve volume somehow. \u003ca href=\"http://t.co/DYCXTpwK\">pic.twitter.com/DYCXTpwK\u003c/a>\u003c/p>\n\u003cp>— Jessica Caviness (@mrsjcaviness) \u003ca href=\"https://twitter.com/mrsjcaviness/status/190237541964853248\">April 12, 2012\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>The first student-generated problem she received was wonderfully complex:\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">\u003ca href=\"https://twitter.com/mrsjcaviness\">@mrsjcaviness\u003c/a> Is this a good warm up Q?!? 😀 \u003ca href=\"http://t.co/LhdzZhZb\">pic.twitter.com/LhdzZhZb\u003c/a>\u003c/p>\n\u003cp>— ⚡ K-T Fink ⚡ (@We_Shout) \u003ca href=\"https://twitter.com/We_Shout/status/259281800940122112\">October 19, 2012\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>To figure out that answer, students needed to know much more than geometry. They needed to figure out the buoyancy of ice, the displacement of water, several things about volume in order to figure out how much is left, and some physics.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>This was a spur-of-the-moment challenge, something Caviness devised while at a Rangers game, but students who followed her on Twitter immediately responded. And because students responded directly to Caviness’ original tweet, the whole class could see one another’s creations. And they were motivated to think more creatively about their own submissions because of what they saw. “And you see this cascading, of students inspiring students, and problems getting harder,” November said.\u003c/p>\n\u003cp>Letting students design their own problems can be tremendously motivating and fun for students, but it requires teachers who aren’t afraid to say they don’t know the answers. “I worry sometimes that this loss of control, this fear of a problem they can’t solve, is holding back some teachers,” November said. But when teachers don’t claim to have all the knowledge, it forces students to find answers, discover new pieces of \u003ca href=\"https://ww2.kqed.org/mindshift/2015/10/19/how-can-we-teach-math-to-encourage-patient-problem-solving/\" target=\"_blank\" rel=\"noopener noreferrer\">information they will need\u003c/a>, and to \u003ca href=\"https://ww2.kqed.org/mindshift/2014/08/21/four-skills-to-teach-students-in-the-first-five-days-of-school-alan-november/\" target=\"_blank\" rel=\"noopener noreferrer\">effectively use the internet\u003c/a> as a powerful learning tool. The resources to extend their learning this way are at their fingertips.\u003c/p>\n\u003cp>“I am convinced in the age of the web, we need teachers who can teach students to be designers of problems,” November said.\u003c/p>\n\u003cp>\u003cstrong>Question #2: How do you manage your own professional growth?\u003c/strong>\u003c/p>\n\u003cp>It has become trendy to call teachers “lead learners,” but how do individual teachers ensure that they are continually learning both content and about their craft? Lack of professional development around technology integration or other new initiatives is a common gripe, but if the adults in schools want students to be lifelong learners they have to model taking that initiative for the children they teach.\u003c/p>\n\u003cp>“I worry a lot of teachers don’t manage their own professional growth,” November said. “They’re told go to this workshop. I’m very worried about that, even though it’s my primary business.”\u003c/p>\n\u003cp>There is a growing network of educators who are self-motivated to grow professionally, often spurred by technology. Increasingly, teachers are earning \u003ca href=\"https://ww2.kqed.org/mindshift/2017/02/15/can-micro-credentials-create-meaningful-professional-development-for-teachers/\" target=\"_blank\" rel=\"noopener noreferrer\">micro-credentials\u003c/a>, participating in Twitter chats, finding other educators to learn from in \u003ca href=\"https://ww2.kqed.org/mindshift/2011/05/19/5-personal-learning-networks-plns-for-educators/\" target=\"_blank\" rel=\"noopener noreferrer\">personalized learning networks\u003c/a>, attending \u003ca href=\"https://ww2.kqed.org/mindshift/2017/02/06/how-playing-with-math-helps-teachers-better-empathize-with-students/\" target=\"_blank\" rel=\"noopener noreferrer\">math circles\u003c/a> and generally widening their network of influencers.\u003c/p>\n\u003cp>Teachers who take that approach to their own careers will not only continue to improve their teaching, but they will inspire students as well.\u003c/p>\n\u003cp>\u003cstrong>Question #3: What are your expectations for student to self-assess their work and publish it for a wider audience?\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://visible-learning.org/glossary/\" target=\"_blank\" rel=\"noopener noreferrer\">John Hattie’s work\u003c/a> indicates that \u003ca href=\"https://ww2.kqed.org/mindshift/2017/04/19/be-the-change-you-want-to-see-by-shifting-traditional-high-school/\" target=\"_blank\" rel=\"noopener noreferrer\">self-assessment\u003c/a> can have a significant impact on the quality of learning. It’s also a skill that pops up throughout life. And yet, in traditional school most assessment falls to the teacher and most student work is written for only the teacher to see.\u003c/p>\n\u003cp>November recommends a tool called \u003ca href=\"http://prism.scholarslab.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Prism\u003c/a> for students to self-assess, and for teachers to get a read on how students are doing. The teacher can paste any text into Prism and make a legend for highlights. For example, red might be the most difficult parts of the article, blue could be the key ideas, and yellow could be difficult vocabulary. Students can then go into the same article and highlight the reading using the code the teacher set out. This allows students to reflect on what they’re reading and what they understand, but it also gives the teacher a quick snapshot of concepts that need to be unpacked further.\u003c/p>\n\u003cp>Students can also see aggregated and anonymous data on what their peers highlighted, which can help break through the self-conscious refusal to ask questions. When kids know that others in the class also struggled, they are more likely to ask questions to clarify their own understanding.\u003c/p>\n\u003cp>Self-assessment with Prism could also be even more obvious. When student submit an essay, they could paste it into Prism and highlight the best parts of their writing or where they struggled. Teachers can not only see how students are thinking about their own work, but also give more \u003ca href=\"https://ww2.kqed.org/mindshift/2017/04/12/why-giving-effective-feedback-is-trickier-than-it-seems/\" target=\"_blank\" rel=\"noopener noreferrer\">targeted feedback\u003c/a> that may mean more because of what the student has already invested.\u003c/p>\n\u003cp>In addition to helping students self-assess within a closed classroom setting, when students publish their work for a wider audience they receive feedback that feels more authentic and immediate because of its impact. The concept of a wider audience for student work is one that is growing popular among some educators, but how often is that audience global?\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Ss share Geometric Gardens and portfolios in the park for exhibition \u003ca href=\"https://twitter.com/hightechhigh\">@hightechhigh\u003c/a> ! \u003ca href=\"https://twitter.com/hashtag/PBL?src=hash\">#PBL\u003c/a> + \u003ca href=\"https://twitter.com/hashtag/Math?src=hash\">#Math\u003c/a> = beautiful work! \u003ca href=\"https://twitter.com/hashtag/hthmath?src=hash\">#hthmath\u003c/a> \u003ca href=\"https://twitter.com/hashtag/maic?src=hash\">#maic\u003c/a> \u003ca href=\"https://t.co/ON28NATAiv\">pic.twitter.com/ON28NATAiv\u003c/a>\u003c/p>\n\u003cp>— Sarah Strong (@sstrong57) \u003ca href=\"https://twitter.com/sstrong57/status/873167381169713152\">June 9, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“Your ability to get feedback from around the world is an important skill that adds to the assessment of your work for your personal growth,” November said. He loves the example of \u003ca href=\"https://ww2.kqed.org/mindshift/2013/03/05/world-of-warcraft-finds-its-way-into-class/\" target=\"_blank\" rel=\"noopener noreferrer\">fan fiction\u003c/a>. Kids obsessed with characters from their favorite books write thousands of words in fan fiction and publish to online communities. In a presentation at a middle school, November was demonstrating to students how the sites work, praising the particular work of one writer who had clearly progressed over time, incorporating feedback from the comments on her writing to improve. Unbeknown to him, that girl was in the group and her friends soon let him know it.\u003c/p>\n\u003cp>After his talk was over, the girl’s teacher came up and scolded November for praising the girl. The teacher said she never did her work, never seemed to be fully present, and didn’t deserve praise in front of the other students. When November asked the student why she didn’t do her work, she gave him a revealing answer. She said every day she woke up and had to decide whether to publish for the world or for her teacher. The world was a lot more motivating.\u003c/p>\n\u003cp>\u003cstrong>Question #4: What does your global network look like?\u003c/strong>\u003c/p>\n\u003cp>Technology has made the world smaller and it is no longer impossible to learn alongside children on the other side of the world. That is a tremendous opportunity for \u003ca href=\"https://ww2.kqed.org/mindshift/2016/11/10/how-cross-cultural-dialogue-builds-critical-thinking-and-empathy/\" target=\"_blank\" rel=\"noopener noreferrer\">cultural exchange\u003c/a>, new friendships and exciting collaborations. But kids aren’t necessarily going to find those global connections on their own.\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/kathycassidy?lang=en\">Kathy Cassidy\u003c/a>, a first-grade teacher in Moose Jaw, Saskatchewan, is one of November’s favorite examples of how a globally connected teacher can open up the world to her students, no matter how young. Cassidy has a \u003ca href=\"https://twitter.com/mscassidysclass\" target=\"_blank\" rel=\"noopener noreferrer\">class Twitter account\u003c/a> where students post their work, discuss their learning, and pose questions they want to pursue. They also follow other first-grade classrooms around the world.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">We got comments today from Kenya Eng land and Malaysia. They are far away. By Lemmy\u003c/p>\n\u003cp>— Mrs. Cassidy's Class (@mscassidysclass) \u003ca href=\"https://twitter.com/mscassidysclass/status/724671264690819072\">April 25, 2016\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“The kids see amazing ideas from all over the world every week,” November said. Cassidy’s students often want to try those projects for themselves, but Cassidy always tells them she doesn’t know how to do it. That never stops them. They just say, “We don’t need you.”\u003c/p>\n\u003cp>For example, these globally connected first-graders set up a Skype conversation with students in Vietnam to ask how they made cameras out of junk. After getting some tips and completing their own versions, they tweeted pictures to their Vietnamese peers, along with thank-you notes. They also regularly tweet to authors and share how books inspire them.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"und\">.\u003ca href=\"https://twitter.com/EliseGravel\">@EliseGravel\u003c/a> \u003ca href=\"https://t.co/GGRMf4BhM5\">pic.twitter.com/GGRMf4BhM5\u003c/a>\u003c/p>\n\u003cp>— Mrs. Cassidy's Class (@mscassidysclass) \u003ca href=\"https://twitter.com/mscassidysclass/status/685547031167827968\">January 8, 2016\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“I only want teachers who have global networks and know how to use them to inspire students to go beyond what they themselves as teachers may be able to do,” November said.\u003c/p>\n\u003cp>\u003cstrong>Question #5: How do you give students an opportunity to contribute purposeful work to others?\u003c/strong>\u003c/p>\n\u003cp>There’s a lot of motivation research pointing to the \u003ca href=\"https://ww2.kqed.org/mindshift/2017/05/02/how-schools-can-help-students-develop-a-greater-sense-of-purpose/\" target=\"_blank\" rel=\"noopener noreferrer\">power of purpose to drive learning\u003c/a>. Humans evolved in communities and the \u003ca href=\"https://ww2.kqed.org/mindshift/2013/03/28/four-meaningful-ways-students-can-contribute/\" target=\"_blank\" rel=\"noopener noreferrer\">desire to make a difference\u003c/a> is a powerful motivator for many people. Unfortunately, academic culture often doesn’t seem to have a lot of purpose to students. The far-off goal of college doesn’t always seem real to many students, even if it has been hammered into them.\u003c/p>\n\u003cp>“We want to know we had value,” November said. “ At the end of the day, we want to know we made a difference.” Luckily, kids can learn a lot from being helpful with the guidance of a creative teacher.\u003c/p>\n\u003cp>Kindergartners in Loudoun County, Virginia, were studying orangutans, so their teacher set up a conference call with the zookeeper in Waco, Texas, where many orangutans live. The zookeeper told the kids that orangutans often acted naughty when they didn’t have anything to do, so over the next few months the kids designed puzzles and games for the orangutans to play. They shipped their games and then set up another video conference to watch the orangutans playing with what they had designed.\u003c/p>\n\u003cp>“There’s lots to do that I don’t think we’ve tapped, starting with very young children and going all the way through to make a difference,” November said.\u003c/p>\n\u003cp>\u003cstrong>Question #6: How do you teach students to learn what you don’t know?\u003c/strong>\u003c/p>\n\u003cp>Teachers spend a lot of time delivering content they already know to students for whom that information may be new. Far less often do teachers model how they themselves learn new things, in effect modeling how to learn.\u003c/p>\n\u003cp>This could be the perfect topic for a professional development workshop. That facilitator could give teachers a problem about which they know nothing, and ask them to figure it out. The adults would practice documenting the steps of their learning process so they can show students later. These are things teachers do every day out of curiosity or when planning lessons, but the steps aren’t always transparent to students. How do teachers search online effectively? How do they organize their information? How do they keep track of their sources? What questions do they ask themselves along the way to make sure their sources are valid or to push the research further?\u003c/p>\n\u003cp>\u003ca href=\"http://cs.harvard.edu/malan/bio/\" target=\"_blank\" rel=\"noopener noreferrer\">David Malan\u003c/a>, a Harvard computer science professor, told November that the biggest mistake he has made as a teacher was putting too much of his own work on \u003ca href=\"https://cs50.harvard.edu/\" target=\"_blank\" rel=\"noopener noreferrer\">his website for CS50\u003c/a>, one of the college's most popular classes. He realized that linking only to his own class materials, notes and papers encouraged students to be dependent on him and didn’t reveal enough about how he learned and who inspires him. He wanted students to know about the powerful resources from around the world that have influenced his work, so he started linking to those instead.\u003c/p>\n\u003cp>“He was showing them how he learned, that these were resources that were helpful to him,” November said.\u003c/p>\n\u003cp>\u003cstrong>Question #7: How do you teach students to manage their own learning?\u003c/strong>\u003c/p>\n\u003cp>This is a crucial question to develop learner independence. Often students have experience managing their own learning in informal settings. When they play Minecraft (or any other video game), kids don’t wait for an adult to scaffold the learning -- they watch videos, talk to friends, and play around in the world until they \u003ca href=\"https://ww2.kqed.org/mindshift/2014/08/22/how-kids-are-learning-to-code-while-playing-minecraft/\" target=\"_blank\" rel=\"noopener noreferrer\">figure it out\u003c/a>. But that same sense of ownership doesn’t often play out in academic spaces, a missed opportunity for deep learning.\u003c/p>\n\u003cp>November has observed kids of all ages managing their own learning when they create \u003ca href=\"https://ww2.kqed.org/mindshift/2014/11/03/the-benefits-of-students-teaching-students-through-online-video/\" target=\"_blank\" rel=\"noopener noreferrer\">video tutorials\u003c/a> for their friends. Even when given a choice between a worksheet that would take 10 minutes to complete, and a tutorial video, kids will often choose hours of work to produce three good tutorial minutes. They do this because they feel their peers need them and the work has value. Students know the teacher already has the answers to the worksheet.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">\u003ca href=\"https://twitter.com/globalearner\">@globalearner\u003c/a> shares a student of \u003ca href=\"https://twitter.com/mathtrain\">@mathtrain\u003c/a> once told him, \"The world needs me\" to make tutorial videos. How powerful. \u003ca href=\"https://twitter.com/hashtag/edtech?src=hash\">#edtech\u003c/a>\u003c/p>\n\u003cp>— John Massie (@UplandEdTech) \u003ca href=\"https://twitter.com/UplandEdTech/status/778651078883676160\">September 21, 2016\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Even more intriguing, students themselves say despite what seems like an altruistic act, making video tutorials benefits the maker the most. One little girl said, “I never really learned anything until I designed tutorials. It’s taught me a whole new way of learning.”\u003c/p>\n\u003cp>At the crux of all these hiring questions is a push to give students more \u003ca href=\"https://ww2.kqed.org/mindshift/2015/10/07/messy-works-how-to-apply-self-organized-learning-in-the-classroom/\" target=\"_blank\" rel=\"noopener noreferrer\">messy problems\u003c/a>. Too often students are asked to complete work that thousands of students have done before them, rather than adding, \u003ca href=\"https://ww2.kqed.org/mindshift/2013/03/08/remixing-melville-moby-dick-meets-the-digital-generation/\" target=\"_blank\" rel=\"noopener noreferrer\">remixing or extending knowledge\u003c/a> that already exists. For example, rather than asking students to make a PowerPoint presentation on Romeo and Juliet, what if they were asked to find five different existing presentations from five different countries representing different cultural interpretations of the play. They could then pick 10 slides from those decks to build their own argument around a theme like irony. To November, that is a worthwhile messy problem.\u003c/p>\n\u003cp>Many education discussions focus on how to best cover the curriculum. Challenges like time, space and system constraints are usually cited as impediments to getting through the required content in engaging and interesting ways. But, looked at differently, covering a set bucket of content could be seen as a straightforward proposition, although it doesn’t guarantee that students emerge on the other side as curious, connected, critical thinkers.\u003c/p>\n\u003cp>“What we need today, because there’s so much knowledge available to us all, what we need are teachers who are so inspiring that students go beyond the curriculum to seek out their own knowledge, to add value to the curriculum the teacher taught them,” November said. That’s the approach Harvard professor David Malan takes. When asked how he knows he’s a good teacher, he responded the only evidence that would convince him is if students bring outside learning to bear on what he has taught.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>That’s a rigorous standard by which to measure effective teaching and requires a mindset switch about what education is for and how it will remain relevant to students growing up in a world that is more connected and less stable than ever before.\u003c/p>\n\n","blocks":[],"excerpt":"Education consultant and speaker Alan November says if we want to move education forward, school leaders must start hiring teachers who are globally connected, embrace messy problems and aren't afraid to make their own learning transparent to students.","status":"publish","parent":0,"modified":1499670222,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":55,"wordCount":2922},"headData":{"title":"7 Questions Principals Should Ask When Hiring Future-Ready Teachers | KQED","description":"Education consultant and speaker Alan November says if we want to move education forward, school leaders must start hiring teachers who are globally connected, embrace messy problems and aren't afraid to make their own learning transparent to students.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"7 Questions Principals Should Ask When Hiring Future-Ready Teachers","datePublished":"2017-07-10T07:03:42.000Z","dateModified":"2017-07-10T07:03:42.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"48627 https://ww2.kqed.org/mindshift/?p=48627","disqusUrl":"https://ww2.kqed.org/mindshift/2017/07/10/7-questions-principals-should-ask-when-hiring-future-ready-teachers/","disqusTitle":"7 Questions Principals Should Ask When Hiring Future-Ready Teachers","path":"/mindshift/48627/7-questions-principals-should-ask-when-hiring-future-ready-teachers","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Every year thousands of educators gather for the \u003ca href=\"https://conference.iste.org/2018/\" target=\"_blank\" rel=\"noopener noreferrer\">International Society for Technology in Education (ISTE) conference\u003c/a> eager to learn about the newest features in favorite apps and to glean ideas from one another about how to effectively teach in new ways. The conference seems to grow every year and there is palpable excitement from educators who finally get to commune with their “tribe” -- techy teachers from around the globe.\u003c/p>\n\u003cp>But many of the products currently being marketed to educators are firmly rooted in the current moment of education. For the most part, they focus on how to help educators do what they already do more efficiently. Or they offer flashy digital tools meant to engage learners presumed to have short attention spans, and entice teachers with the analytics under the hood. But too often the conversations around what educators can do with technology in their classrooms focus on the current moment in a system that almost no one thinks is perfect.\u003c/p>\n\u003cp>“I’m fascinated by trying to look forward rather than looking at what schools look like now,” said \u003ca href=\"http://novemberlearning.com/educational-services/educational-consultants/alan-november/\" target=\"_blank\" rel=\"noopener noreferrer\">Alan November\u003c/a> during a presentation at the conference. November has long been invested in education, first as a teacher and now has a consultant and speaker. He suggests that to fundamentally change, education leaders need to define a new role for learners and then hire teachers who can help nurture those qualities. With that in mind, November proposes seven questions that he thinks should become standard in the interviewing and hiring process.\u003cbr>\n\u003cstrong>\u003cbr>\nQuestion #1: How do you teach students to become problem designers?\u003c/strong>\u003c/p>\n\u003cp>“After 40 years of technology, we are still spoon-feeding students problems to solve,” November said. He finds this ridiculous in an era when hiring managers and business leaders routinely say they are looking for employees who \u003ca href=\"https://ww2.kqed.org/mindshift/2014/06/23/employers-challenge-to-educators-make-school-relevant-to-students-lives/\" target=\"_blank\" rel=\"noopener noreferrer\">can define the problems \u003c/a>the company faces and set about attacking them. But students don’t often get to practice defining the problems they will solve. And without exposure to this type of thinking they become dependent, knowing the teacher will do the hard work of devising problems for them.\u003c/p>\n\u003cp>November worked with a teacher, \u003ca href=\"https://twitter.com/mrsjcaviness\" target=\"_blank\" rel=\"noopener noreferrer\">Jessica Caviness\u003c/a>, who resisted the idea that students were capable of designing interesting problems for a long time. Finally she decided to give them a picture -- in this case a cup at a baseball game -- and asked students to come up with a problem for it that wasn’t the most obvious one.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Can u write the warm up question for tomorrow that goes with this cup? Involve volume somehow. \u003ca href=\"http://t.co/DYCXTpwK\">pic.twitter.com/DYCXTpwK\u003c/a>\u003c/p>\n\u003cp>— Jessica Caviness (@mrsjcaviness) \u003ca href=\"https://twitter.com/mrsjcaviness/status/190237541964853248\">April 12, 2012\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>The first student-generated problem she received was wonderfully complex:\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">\u003ca href=\"https://twitter.com/mrsjcaviness\">@mrsjcaviness\u003c/a> Is this a good warm up Q?!? 😀 \u003ca href=\"http://t.co/LhdzZhZb\">pic.twitter.com/LhdzZhZb\u003c/a>\u003c/p>\n\u003cp>— ⚡ K-T Fink ⚡ (@We_Shout) \u003ca href=\"https://twitter.com/We_Shout/status/259281800940122112\">October 19, 2012\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>To figure out that answer, students needed to know much more than geometry. They needed to figure out the buoyancy of ice, the displacement of water, several things about volume in order to figure out how much is left, and some physics.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>This was a spur-of-the-moment challenge, something Caviness devised while at a Rangers game, but students who followed her on Twitter immediately responded. And because students responded directly to Caviness’ original tweet, the whole class could see one another’s creations. And they were motivated to think more creatively about their own submissions because of what they saw. “And you see this cascading, of students inspiring students, and problems getting harder,” November said.\u003c/p>\n\u003cp>Letting students design their own problems can be tremendously motivating and fun for students, but it requires teachers who aren’t afraid to say they don’t know the answers. “I worry sometimes that this loss of control, this fear of a problem they can’t solve, is holding back some teachers,” November said. But when teachers don’t claim to have all the knowledge, it forces students to find answers, discover new pieces of \u003ca href=\"https://ww2.kqed.org/mindshift/2015/10/19/how-can-we-teach-math-to-encourage-patient-problem-solving/\" target=\"_blank\" rel=\"noopener noreferrer\">information they will need\u003c/a>, and to \u003ca href=\"https://ww2.kqed.org/mindshift/2014/08/21/four-skills-to-teach-students-in-the-first-five-days-of-school-alan-november/\" target=\"_blank\" rel=\"noopener noreferrer\">effectively use the internet\u003c/a> as a powerful learning tool. The resources to extend their learning this way are at their fingertips.\u003c/p>\n\u003cp>“I am convinced in the age of the web, we need teachers who can teach students to be designers of problems,” November said.\u003c/p>\n\u003cp>\u003cstrong>Question #2: How do you manage your own professional growth?\u003c/strong>\u003c/p>\n\u003cp>It has become trendy to call teachers “lead learners,” but how do individual teachers ensure that they are continually learning both content and about their craft? Lack of professional development around technology integration or other new initiatives is a common gripe, but if the adults in schools want students to be lifelong learners they have to model taking that initiative for the children they teach.\u003c/p>\n\u003cp>“I worry a lot of teachers don’t manage their own professional growth,” November said. “They’re told go to this workshop. I’m very worried about that, even though it’s my primary business.”\u003c/p>\n\u003cp>There is a growing network of educators who are self-motivated to grow professionally, often spurred by technology. Increasingly, teachers are earning \u003ca href=\"https://ww2.kqed.org/mindshift/2017/02/15/can-micro-credentials-create-meaningful-professional-development-for-teachers/\" target=\"_blank\" rel=\"noopener noreferrer\">micro-credentials\u003c/a>, participating in Twitter chats, finding other educators to learn from in \u003ca href=\"https://ww2.kqed.org/mindshift/2011/05/19/5-personal-learning-networks-plns-for-educators/\" target=\"_blank\" rel=\"noopener noreferrer\">personalized learning networks\u003c/a>, attending \u003ca href=\"https://ww2.kqed.org/mindshift/2017/02/06/how-playing-with-math-helps-teachers-better-empathize-with-students/\" target=\"_blank\" rel=\"noopener noreferrer\">math circles\u003c/a> and generally widening their network of influencers.\u003c/p>\n\u003cp>Teachers who take that approach to their own careers will not only continue to improve their teaching, but they will inspire students as well.\u003c/p>\n\u003cp>\u003cstrong>Question #3: What are your expectations for student to self-assess their work and publish it for a wider audience?\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://visible-learning.org/glossary/\" target=\"_blank\" rel=\"noopener noreferrer\">John Hattie’s work\u003c/a> indicates that \u003ca href=\"https://ww2.kqed.org/mindshift/2017/04/19/be-the-change-you-want-to-see-by-shifting-traditional-high-school/\" target=\"_blank\" rel=\"noopener noreferrer\">self-assessment\u003c/a> can have a significant impact on the quality of learning. It’s also a skill that pops up throughout life. And yet, in traditional school most assessment falls to the teacher and most student work is written for only the teacher to see.\u003c/p>\n\u003cp>November recommends a tool called \u003ca href=\"http://prism.scholarslab.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Prism\u003c/a> for students to self-assess, and for teachers to get a read on how students are doing. The teacher can paste any text into Prism and make a legend for highlights. For example, red might be the most difficult parts of the article, blue could be the key ideas, and yellow could be difficult vocabulary. Students can then go into the same article and highlight the reading using the code the teacher set out. This allows students to reflect on what they’re reading and what they understand, but it also gives the teacher a quick snapshot of concepts that need to be unpacked further.\u003c/p>\n\u003cp>Students can also see aggregated and anonymous data on what their peers highlighted, which can help break through the self-conscious refusal to ask questions. When kids know that others in the class also struggled, they are more likely to ask questions to clarify their own understanding.\u003c/p>\n\u003cp>Self-assessment with Prism could also be even more obvious. When student submit an essay, they could paste it into Prism and highlight the best parts of their writing or where they struggled. Teachers can not only see how students are thinking about their own work, but also give more \u003ca href=\"https://ww2.kqed.org/mindshift/2017/04/12/why-giving-effective-feedback-is-trickier-than-it-seems/\" target=\"_blank\" rel=\"noopener noreferrer\">targeted feedback\u003c/a> that may mean more because of what the student has already invested.\u003c/p>\n\u003cp>In addition to helping students self-assess within a closed classroom setting, when students publish their work for a wider audience they receive feedback that feels more authentic and immediate because of its impact. The concept of a wider audience for student work is one that is growing popular among some educators, but how often is that audience global?\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">Ss share Geometric Gardens and portfolios in the park for exhibition \u003ca href=\"https://twitter.com/hightechhigh\">@hightechhigh\u003c/a> ! \u003ca href=\"https://twitter.com/hashtag/PBL?src=hash\">#PBL\u003c/a> + \u003ca href=\"https://twitter.com/hashtag/Math?src=hash\">#Math\u003c/a> = beautiful work! \u003ca href=\"https://twitter.com/hashtag/hthmath?src=hash\">#hthmath\u003c/a> \u003ca href=\"https://twitter.com/hashtag/maic?src=hash\">#maic\u003c/a> \u003ca href=\"https://t.co/ON28NATAiv\">pic.twitter.com/ON28NATAiv\u003c/a>\u003c/p>\n\u003cp>— Sarah Strong (@sstrong57) \u003ca href=\"https://twitter.com/sstrong57/status/873167381169713152\">June 9, 2017\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“Your ability to get feedback from around the world is an important skill that adds to the assessment of your work for your personal growth,” November said. He loves the example of \u003ca href=\"https://ww2.kqed.org/mindshift/2013/03/05/world-of-warcraft-finds-its-way-into-class/\" target=\"_blank\" rel=\"noopener noreferrer\">fan fiction\u003c/a>. Kids obsessed with characters from their favorite books write thousands of words in fan fiction and publish to online communities. In a presentation at a middle school, November was demonstrating to students how the sites work, praising the particular work of one writer who had clearly progressed over time, incorporating feedback from the comments on her writing to improve. Unbeknown to him, that girl was in the group and her friends soon let him know it.\u003c/p>\n\u003cp>After his talk was over, the girl’s teacher came up and scolded November for praising the girl. The teacher said she never did her work, never seemed to be fully present, and didn’t deserve praise in front of the other students. When November asked the student why she didn’t do her work, she gave him a revealing answer. She said every day she woke up and had to decide whether to publish for the world or for her teacher. The world was a lot more motivating.\u003c/p>\n\u003cp>\u003cstrong>Question #4: What does your global network look like?\u003c/strong>\u003c/p>\n\u003cp>Technology has made the world smaller and it is no longer impossible to learn alongside children on the other side of the world. That is a tremendous opportunity for \u003ca href=\"https://ww2.kqed.org/mindshift/2016/11/10/how-cross-cultural-dialogue-builds-critical-thinking-and-empathy/\" target=\"_blank\" rel=\"noopener noreferrer\">cultural exchange\u003c/a>, new friendships and exciting collaborations. But kids aren’t necessarily going to find those global connections on their own.\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/kathycassidy?lang=en\">Kathy Cassidy\u003c/a>, a first-grade teacher in Moose Jaw, Saskatchewan, is one of November’s favorite examples of how a globally connected teacher can open up the world to her students, no matter how young. Cassidy has a \u003ca href=\"https://twitter.com/mscassidysclass\" target=\"_blank\" rel=\"noopener noreferrer\">class Twitter account\u003c/a> where students post their work, discuss their learning, and pose questions they want to pursue. They also follow other first-grade classrooms around the world.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">We got comments today from Kenya Eng land and Malaysia. They are far away. By Lemmy\u003c/p>\n\u003cp>— Mrs. Cassidy's Class (@mscassidysclass) \u003ca href=\"https://twitter.com/mscassidysclass/status/724671264690819072\">April 25, 2016\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“The kids see amazing ideas from all over the world every week,” November said. Cassidy’s students often want to try those projects for themselves, but Cassidy always tells them she doesn’t know how to do it. That never stops them. They just say, “We don’t need you.”\u003c/p>\n\u003cp>For example, these globally connected first-graders set up a Skype conversation with students in Vietnam to ask how they made cameras out of junk. After getting some tips and completing their own versions, they tweeted pictures to their Vietnamese peers, along with thank-you notes. They also regularly tweet to authors and share how books inspire them.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"und\">.\u003ca href=\"https://twitter.com/EliseGravel\">@EliseGravel\u003c/a> \u003ca href=\"https://t.co/GGRMf4BhM5\">pic.twitter.com/GGRMf4BhM5\u003c/a>\u003c/p>\n\u003cp>— Mrs. Cassidy's Class (@mscassidysclass) \u003ca href=\"https://twitter.com/mscassidysclass/status/685547031167827968\">January 8, 2016\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>“I only want teachers who have global networks and know how to use them to inspire students to go beyond what they themselves as teachers may be able to do,” November said.\u003c/p>\n\u003cp>\u003cstrong>Question #5: How do you give students an opportunity to contribute purposeful work to others?\u003c/strong>\u003c/p>\n\u003cp>There’s a lot of motivation research pointing to the \u003ca href=\"https://ww2.kqed.org/mindshift/2017/05/02/how-schools-can-help-students-develop-a-greater-sense-of-purpose/\" target=\"_blank\" rel=\"noopener noreferrer\">power of purpose to drive learning\u003c/a>. Humans evolved in communities and the \u003ca href=\"https://ww2.kqed.org/mindshift/2013/03/28/four-meaningful-ways-students-can-contribute/\" target=\"_blank\" rel=\"noopener noreferrer\">desire to make a difference\u003c/a> is a powerful motivator for many people. Unfortunately, academic culture often doesn’t seem to have a lot of purpose to students. The far-off goal of college doesn’t always seem real to many students, even if it has been hammered into them.\u003c/p>\n\u003cp>“We want to know we had value,” November said. “ At the end of the day, we want to know we made a difference.” Luckily, kids can learn a lot from being helpful with the guidance of a creative teacher.\u003c/p>\n\u003cp>Kindergartners in Loudoun County, Virginia, were studying orangutans, so their teacher set up a conference call with the zookeeper in Waco, Texas, where many orangutans live. The zookeeper told the kids that orangutans often acted naughty when they didn’t have anything to do, so over the next few months the kids designed puzzles and games for the orangutans to play. They shipped their games and then set up another video conference to watch the orangutans playing with what they had designed.\u003c/p>\n\u003cp>“There’s lots to do that I don’t think we’ve tapped, starting with very young children and going all the way through to make a difference,” November said.\u003c/p>\n\u003cp>\u003cstrong>Question #6: How do you teach students to learn what you don’t know?\u003c/strong>\u003c/p>\n\u003cp>Teachers spend a lot of time delivering content they already know to students for whom that information may be new. Far less often do teachers model how they themselves learn new things, in effect modeling how to learn.\u003c/p>\n\u003cp>This could be the perfect topic for a professional development workshop. That facilitator could give teachers a problem about which they know nothing, and ask them to figure it out. The adults would practice documenting the steps of their learning process so they can show students later. These are things teachers do every day out of curiosity or when planning lessons, but the steps aren’t always transparent to students. How do teachers search online effectively? How do they organize their information? How do they keep track of their sources? What questions do they ask themselves along the way to make sure their sources are valid or to push the research further?\u003c/p>\n\u003cp>\u003ca href=\"http://cs.harvard.edu/malan/bio/\" target=\"_blank\" rel=\"noopener noreferrer\">David Malan\u003c/a>, a Harvard computer science professor, told November that the biggest mistake he has made as a teacher was putting too much of his own work on \u003ca href=\"https://cs50.harvard.edu/\" target=\"_blank\" rel=\"noopener noreferrer\">his website for CS50\u003c/a>, one of the college's most popular classes. He realized that linking only to his own class materials, notes and papers encouraged students to be dependent on him and didn’t reveal enough about how he learned and who inspires him. He wanted students to know about the powerful resources from around the world that have influenced his work, so he started linking to those instead.\u003c/p>\n\u003cp>“He was showing them how he learned, that these were resources that were helpful to him,” November said.\u003c/p>\n\u003cp>\u003cstrong>Question #7: How do you teach students to manage their own learning?\u003c/strong>\u003c/p>\n\u003cp>This is a crucial question to develop learner independence. Often students have experience managing their own learning in informal settings. When they play Minecraft (or any other video game), kids don’t wait for an adult to scaffold the learning -- they watch videos, talk to friends, and play around in the world until they \u003ca href=\"https://ww2.kqed.org/mindshift/2014/08/22/how-kids-are-learning-to-code-while-playing-minecraft/\" target=\"_blank\" rel=\"noopener noreferrer\">figure it out\u003c/a>. But that same sense of ownership doesn’t often play out in academic spaces, a missed opportunity for deep learning.\u003c/p>\n\u003cp>November has observed kids of all ages managing their own learning when they create \u003ca href=\"https://ww2.kqed.org/mindshift/2014/11/03/the-benefits-of-students-teaching-students-through-online-video/\" target=\"_blank\" rel=\"noopener noreferrer\">video tutorials\u003c/a> for their friends. Even when given a choice between a worksheet that would take 10 minutes to complete, and a tutorial video, kids will often choose hours of work to produce three good tutorial minutes. They do this because they feel their peers need them and the work has value. Students know the teacher already has the answers to the worksheet.\u003c/p>\n\u003cblockquote class=\"twitter-tweet\">\n\u003cp dir=\"ltr\" lang=\"en\">\u003ca href=\"https://twitter.com/globalearner\">@globalearner\u003c/a> shares a student of \u003ca href=\"https://twitter.com/mathtrain\">@mathtrain\u003c/a> once told him, \"The world needs me\" to make tutorial videos. How powerful. \u003ca href=\"https://twitter.com/hashtag/edtech?src=hash\">#edtech\u003c/a>\u003c/p>\n\u003cp>— John Massie (@UplandEdTech) \u003ca href=\"https://twitter.com/UplandEdTech/status/778651078883676160\">September 21, 2016\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>Even more intriguing, students themselves say despite what seems like an altruistic act, making video tutorials benefits the maker the most. One little girl said, “I never really learned anything until I designed tutorials. It’s taught me a whole new way of learning.”\u003c/p>\n\u003cp>At the crux of all these hiring questions is a push to give students more \u003ca href=\"https://ww2.kqed.org/mindshift/2015/10/07/messy-works-how-to-apply-self-organized-learning-in-the-classroom/\" target=\"_blank\" rel=\"noopener noreferrer\">messy problems\u003c/a>. Too often students are asked to complete work that thousands of students have done before them, rather than adding, \u003ca href=\"https://ww2.kqed.org/mindshift/2013/03/08/remixing-melville-moby-dick-meets-the-digital-generation/\" target=\"_blank\" rel=\"noopener noreferrer\">remixing or extending knowledge\u003c/a> that already exists. For example, rather than asking students to make a PowerPoint presentation on Romeo and Juliet, what if they were asked to find five different existing presentations from five different countries representing different cultural interpretations of the play. They could then pick 10 slides from those decks to build their own argument around a theme like irony. To November, that is a worthwhile messy problem.\u003c/p>\n\u003cp>Many education discussions focus on how to best cover the curriculum. Challenges like time, space and system constraints are usually cited as impediments to getting through the required content in engaging and interesting ways. But, looked at differently, covering a set bucket of content could be seen as a straightforward proposition, although it doesn’t guarantee that students emerge on the other side as curious, connected, critical thinkers.\u003c/p>\n\u003cp>“What we need today, because there’s so much knowledge available to us all, what we need are teachers who are so inspiring that students go beyond the curriculum to seek out their own knowledge, to add value to the curriculum the teacher taught them,” November said. That’s the approach Harvard professor David Malan takes. When asked how he knows he’s a good teacher, he responded the only evidence that would convince him is if students bring outside learning to bear on what he has taught.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>That’s a rigorous standard by which to measure effective teaching and requires a mindset switch about what education is for and how it will remain relevant to students growing up in a world that is more connected and less stable than ever before.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/48627/7-questions-principals-should-ask-when-hiring-future-ready-teachers","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_20707","mindshift_20678","mindshift_20784","mindshift_1040","mindshift_85","mindshift_21114","mindshift_608","mindshift_646"],"featImg":"mindshift_48662","label":"mindshift"},"mindshift_42337":{"type":"posts","id":"mindshift_42337","meta":{"index":"posts_1591205157","site":"mindshift","id":"42337","score":null,"sort":[1444653875000]},"guestAuthors":[],"slug":"how-can-schools-create-environments-for-high-quality-teaching","title":"How Schools Can Create Foundations For High Quality Teaching","publishDate":1444653875,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>When Harvard professor \u003ca href=\"https://www.gse.harvard.edu/faculty/jal-mehta\" target=\"_blank\">Jal Mehta\u003c/a> and his team began researching the factors necessary to support high quality teaching, they started by identifying schools that focused on more than the reading and literacy test scores. The researchers knew there was far more to good teaching and real learning than what shows up on tests and they wanted to find schools focused on a more complex set of skills. They wanted to find out what good teaching looks like, how teachers learn to do it and what supports they need to spread those ideas.\u003c/p>\n\u003cp>After spending time at 30 schools talking with administrators, teachers and education leaders, Mehta’s team came up with three big areas of improvement described in a \u003ca href=\"http://www.totransformteaching.org/wp-content/uploads/2015/10/From-Quicksand-to-Solid-Ground-Building-a-Foundation-to-Support-Quality-Teaching.pdf\" target=\"_blank\">white paper\u003c/a> called “From Quicksand to Solid Ground: Building a Foundation to Support Quality Teaching.”\u003c/p>\n\u003cp>The researchers found that a lack of investment in education research and development means there’s no systemized way of figuring out how to improve education for everyone, or making sure learning materials reflect best practices. They also found that inconsistent approaches to teacher training and induction into schools provides very little support for good teaching. And crucially, the policies need to change to reflect the value of teachers and should support the maintenance of a highly skilled educator workforce.\u003c/p>\n\u003cp>\u003cstrong>RESEARCH AND DEVELOPMENT\u003c/strong>\u003c/p>\n\u003cp>Education is one of the few big industries that doesn’t prioritize investment in research about what works in classroom learning and applying that research to developing high quality materials. The report notes that in medicine and engineering 10-15 percent of spending goes towards research and development. In education, \u003ca href=\"http://www.carnegiefoundation.org/resources/publications/ruminations-reinventing-rd-capacity-educational-improvement/\" target=\"_blank\">just one quarter of one percent is invested\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Some teachers have a lot of knowledge about what works in particular subjects, for particular ages, but there’s no mechanism to make that knowledge visible,” said Jal Mehta, associate professor at the Harvard Graduate School of Education and co-author of the study. While that teacher may share practices with others in the building, if she leaves or retires, that knowledge goes with her.\u003c/p>\n\u003cp>The white paper puts the problem bluntly: “Plainly put, there is no one responsible for producing actionable, practical knowledge about teaching. Researchers write mainly for other researchers; teachers with knowledge have few incentives and little support to share it.” The gap between research and practice means that much of what is done in the classroom is based on how things have always been done, rather than on explicit research into how we learn.\u003c/p>\n\u003cp>“It seems like you should have a system where lots of people are trying out activities with kids in real settings,” Mehta said. He suggests that perhaps after school or summer programs might offer an opportunity for kids to keep learning and for educators to test out teaching practices with kids in real situations.\u003c/p>\n\u003cp>“Imagine during the summers there were large operations where people were trying out different pedagogies and you could send your kids for free,” Mehta said. Rather than implementing a new teaching fad across a district before it has been well tested, these research and development “camps” would give educators a way to stress test ideas without “experimenting” on kids during the school year. It might even help solve some of the summer childcare and “summer slide” issues. And this research could be paid for by the companies developing materials out of their findings.\u003c/p>\n\u003cp>\u003cstrong>TEACHER PREP MISALIGNMENT\u003c/strong>\u003c/p>\n\u003cp>Teacher preparation programs are often criticized for being irrelevant to the classrooms of today, but Mehta says the real trouble lies in the misalignment between what happens in preparation programs and at the district level. Mehta and his team interviewed both sides and found that districts were frustrated that new teachers didn’t have the practical skills they needed for the classroom. Conversely, teacher preparation programs are frustrated that districts don’t use the higher order thinking skills emphasized in their programs, effectively undoing their training.\u003c/p>\n\u003cp>“There needs to be much more vertically aligned teacher prep where what happens in training and what happens in the first few years of induction is much more aligned,” Mehta said. And while there is a lot of variation both in type and quality of teaching training programs, there are some common qualities in the best ones. The report lists them:\u003c/p>\n\u003cblockquote>\u003cp>“The most effective programs share some common dimensions: they ensure that their candidates have significant content knowledge, focus on extensive clinical practice rather than classroom theory, are selective in choosing applicants rather than simply treating students as a revenue stream, and use data about how their students fare as teachers to assess and revise their practice.”\u003c/p>\u003c/blockquote>\n\u003cp>Similarly, the professional development teachers receive throughout their careers is often sorely lacking. Mehta’s report points to another study by Linda-Darling Hammond and her colleagues that summarizes the research on effective professional development as, “sustained over time, focused on important content, and embedded in the work of professional learning communities that support ongoing improvements in teachers’ practice.” Too often professional development now consists of a one-off, pre-packaged experience that feels irrelevant to a teacher’s practice.\u003c/p>\n\u003cp>All these problems are exacerbated by the lack of sanctioned time teachers have to seek out the most up to date research, talk and plan with colleagues and workshop difficulties going on in the classroom. These practices don’t support the growth of knowledge in schools.\u003c/p>\n\u003cp>Mehta suggests that education could learn from the medical field and offer “master-teaching schools” akin to teaching hospitals. Parents would know up front that if they sent their children to these schools they would be interacting with some less-experienced teachers who are being overseen by a very experienced teacher (like patients at a teaching hospital). Students at these teaching schools would also have access to the most cutting edge approaches and an environment of continued learning. While only one approach to the problem, Mehta suggests that teaching-schools could set the expectations for what good teaching looks like and ensure that all new teachers get to work with the very best veteran teachers.\u003c/p>\n\u003cp>The training at these imagined “master-teaching schools” could all be lost if districts don’t complement it with efforts to improve training around content, pedagogy and race.\u003c/p>\n\u003cp>\u003cstrong>POLICY CHANGES\u003c/strong>\u003c/p>\n\u003cp>The attitude of policymakers and the general public towards teachers is at the heart of any attempt to change the current education system. Right now there aren’t the right incentives, roles and infrastructure to carry out the type of changes laid out in the paper. To make these policy changes, some portion of the public would need to believe that teaching is an important and difficult job that requires time to learn and grow.\u003c/p>\n\u003cp>Mehta would like to see teaching emerge as a differentiated profession. Master teachers would earn high salaries, but would be responsible for a lot more work. In medicine, doctors who take on extra roles like serving on medical association boards, doing committee work or earning extra degrees also earn higher salaries than doctors who only keep up with the literature and treat patients. In education, many teachers just want to teach, have the summers off and use flexible afternoons to be present for their kids. But for those who want to take on more responsibility and lead pedagogical changes, there would be more pay.\u003c/p>\n\u003cp>Some states have already tried a laddered system like the one Mehta suggests, but have become frustrated when the expectations of master teachers weren’t clear. But Mehta says that’s fine because states need to build on those failures.\u003c/p>\n\u003cp>“The way I see it, change is slow, but it’s a process and you build on the best of the evidence and move forward,” Mehta said. What kind of evidence of teacher excellence would a state need to create a better ladder? Those who have tried and failed should now have a better idea about what to change in order to move forward.\u003c/p>\n\u003cp>\u003cstrong>SOLVING THESE PROBLEMS\u003c/strong>\u003c/p>\n\u003cp>Mehta and his colleagues do not lay out any policy recommendations in this white paper. “We have a large system with lots of really talented people in it,” Mehta said. “It would be hubristic to think that the four of us could come up with recommendations that would work across all of them.” Instead, he wants to bring people together to work on design challenges that might help address the three core problems identified.\u003c/p>\n\u003cp>Design challenges suggested in the report include:\u003c/p>\n\u003cul>\n\u003cli>Develop a system for vetting curriculum materials and knowledge about teaching.\u003c/li>\n\u003cli>Create vertically aligned pathways that run from teacher preparation through induction and continue into ongoing school-based learning.\u003c/li>\n\u003cli>Create the recruitment pathways and policy changes needed to increase the population of teachers of color.\u003c/li>\n\u003c/ul>\n\u003cp>Mehta will be convening groups of educators at Harvard to discuss whether these are the right challenges and to attempt to design solutions. “These are core things that need to happen in the field, but people need to figure out how it looks for them,” Mehta said. He’s aware that different states and districts will approach these problems in a variety of ways based on their contexts, but he believes these broad challenges exist everywhere. Rather than suggesting a top down approach to solving these problems, he’d like to see teachers, educators, teacher preparation program leaders designing solutions they believe can work.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“My vision of change is more like a coalition or network moving forward, rather than a blueprint that everybody follows,” Mehta said. And, as with other good ideas like the \u003ca href=\"http://www.bostonteacherresidency.org/\" target=\"_blank\">Boston Teacher Residency\u003c/a> program, if a district comes up with a good way of solving one of these crucial problems, others will happily modify and adopt it.\u003c/p>\n\n","blocks":[],"excerpt":"Passing on lessons on how to be a great teacher is far from a systemized process, according to a report, leaving much to be desired for teacher professional development. The authors outline some potential design challenges to improve teacher training. ","status":"publish","parent":0,"modified":1444654496,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":29,"wordCount":1667},"headData":{"title":"How Schools Can Create Foundations For High Quality Teaching | KQED","description":"Passing on lessons on how to be a great teacher is far from a systemized process, according to a report, leaving much to be desired for teacher professional development. The authors outline some potential design challenges to improve teacher training. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Schools Can Create Foundations For High Quality Teaching","datePublished":"2015-10-12T12:44:35.000Z","dateModified":"2015-10-12T12:54:56.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"42337 http://ww2.kqed.org/mindshift/?p=42337","disqusUrl":"https://ww2.kqed.org/mindshift/2015/10/12/how-can-schools-create-environments-for-high-quality-teaching/","disqusTitle":"How Schools Can Create Foundations For High Quality Teaching","path":"/mindshift/42337/how-can-schools-create-environments-for-high-quality-teaching","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Harvard professor \u003ca href=\"https://www.gse.harvard.edu/faculty/jal-mehta\" target=\"_blank\">Jal Mehta\u003c/a> and his team began researching the factors necessary to support high quality teaching, they started by identifying schools that focused on more than the reading and literacy test scores. The researchers knew there was far more to good teaching and real learning than what shows up on tests and they wanted to find schools focused on a more complex set of skills. They wanted to find out what good teaching looks like, how teachers learn to do it and what supports they need to spread those ideas.\u003c/p>\n\u003cp>After spending time at 30 schools talking with administrators, teachers and education leaders, Mehta’s team came up with three big areas of improvement described in a \u003ca href=\"http://www.totransformteaching.org/wp-content/uploads/2015/10/From-Quicksand-to-Solid-Ground-Building-a-Foundation-to-Support-Quality-Teaching.pdf\" target=\"_blank\">white paper\u003c/a> called “From Quicksand to Solid Ground: Building a Foundation to Support Quality Teaching.”\u003c/p>\n\u003cp>The researchers found that a lack of investment in education research and development means there’s no systemized way of figuring out how to improve education for everyone, or making sure learning materials reflect best practices. They also found that inconsistent approaches to teacher training and induction into schools provides very little support for good teaching. And crucially, the policies need to change to reflect the value of teachers and should support the maintenance of a highly skilled educator workforce.\u003c/p>\n\u003cp>\u003cstrong>RESEARCH AND DEVELOPMENT\u003c/strong>\u003c/p>\n\u003cp>Education is one of the few big industries that doesn’t prioritize investment in research about what works in classroom learning and applying that research to developing high quality materials. The report notes that in medicine and engineering 10-15 percent of spending goes towards research and development. In education, \u003ca href=\"http://www.carnegiefoundation.org/resources/publications/ruminations-reinventing-rd-capacity-educational-improvement/\" target=\"_blank\">just one quarter of one percent is invested\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Some teachers have a lot of knowledge about what works in particular subjects, for particular ages, but there’s no mechanism to make that knowledge visible,” said Jal Mehta, associate professor at the Harvard Graduate School of Education and co-author of the study. While that teacher may share practices with others in the building, if she leaves or retires, that knowledge goes with her.\u003c/p>\n\u003cp>The white paper puts the problem bluntly: “Plainly put, there is no one responsible for producing actionable, practical knowledge about teaching. Researchers write mainly for other researchers; teachers with knowledge have few incentives and little support to share it.” The gap between research and practice means that much of what is done in the classroom is based on how things have always been done, rather than on explicit research into how we learn.\u003c/p>\n\u003cp>“It seems like you should have a system where lots of people are trying out activities with kids in real settings,” Mehta said. He suggests that perhaps after school or summer programs might offer an opportunity for kids to keep learning and for educators to test out teaching practices with kids in real situations.\u003c/p>\n\u003cp>“Imagine during the summers there were large operations where people were trying out different pedagogies and you could send your kids for free,” Mehta said. Rather than implementing a new teaching fad across a district before it has been well tested, these research and development “camps” would give educators a way to stress test ideas without “experimenting” on kids during the school year. It might even help solve some of the summer childcare and “summer slide” issues. And this research could be paid for by the companies developing materials out of their findings.\u003c/p>\n\u003cp>\u003cstrong>TEACHER PREP MISALIGNMENT\u003c/strong>\u003c/p>\n\u003cp>Teacher preparation programs are often criticized for being irrelevant to the classrooms of today, but Mehta says the real trouble lies in the misalignment between what happens in preparation programs and at the district level. Mehta and his team interviewed both sides and found that districts were frustrated that new teachers didn’t have the practical skills they needed for the classroom. Conversely, teacher preparation programs are frustrated that districts don’t use the higher order thinking skills emphasized in their programs, effectively undoing their training.\u003c/p>\n\u003cp>“There needs to be much more vertically aligned teacher prep where what happens in training and what happens in the first few years of induction is much more aligned,” Mehta said. And while there is a lot of variation both in type and quality of teaching training programs, there are some common qualities in the best ones. The report lists them:\u003c/p>\n\u003cblockquote>\u003cp>“The most effective programs share some common dimensions: they ensure that their candidates have significant content knowledge, focus on extensive clinical practice rather than classroom theory, are selective in choosing applicants rather than simply treating students as a revenue stream, and use data about how their students fare as teachers to assess and revise their practice.”\u003c/p>\u003c/blockquote>\n\u003cp>Similarly, the professional development teachers receive throughout their careers is often sorely lacking. Mehta’s report points to another study by Linda-Darling Hammond and her colleagues that summarizes the research on effective professional development as, “sustained over time, focused on important content, and embedded in the work of professional learning communities that support ongoing improvements in teachers’ practice.” Too often professional development now consists of a one-off, pre-packaged experience that feels irrelevant to a teacher’s practice.\u003c/p>\n\u003cp>All these problems are exacerbated by the lack of sanctioned time teachers have to seek out the most up to date research, talk and plan with colleagues and workshop difficulties going on in the classroom. These practices don’t support the growth of knowledge in schools.\u003c/p>\n\u003cp>Mehta suggests that education could learn from the medical field and offer “master-teaching schools” akin to teaching hospitals. Parents would know up front that if they sent their children to these schools they would be interacting with some less-experienced teachers who are being overseen by a very experienced teacher (like patients at a teaching hospital). Students at these teaching schools would also have access to the most cutting edge approaches and an environment of continued learning. While only one approach to the problem, Mehta suggests that teaching-schools could set the expectations for what good teaching looks like and ensure that all new teachers get to work with the very best veteran teachers.\u003c/p>\n\u003cp>The training at these imagined “master-teaching schools” could all be lost if districts don’t complement it with efforts to improve training around content, pedagogy and race.\u003c/p>\n\u003cp>\u003cstrong>POLICY CHANGES\u003c/strong>\u003c/p>\n\u003cp>The attitude of policymakers and the general public towards teachers is at the heart of any attempt to change the current education system. Right now there aren’t the right incentives, roles and infrastructure to carry out the type of changes laid out in the paper. To make these policy changes, some portion of the public would need to believe that teaching is an important and difficult job that requires time to learn and grow.\u003c/p>\n\u003cp>Mehta would like to see teaching emerge as a differentiated profession. Master teachers would earn high salaries, but would be responsible for a lot more work. In medicine, doctors who take on extra roles like serving on medical association boards, doing committee work or earning extra degrees also earn higher salaries than doctors who only keep up with the literature and treat patients. In education, many teachers just want to teach, have the summers off and use flexible afternoons to be present for their kids. But for those who want to take on more responsibility and lead pedagogical changes, there would be more pay.\u003c/p>\n\u003cp>Some states have already tried a laddered system like the one Mehta suggests, but have become frustrated when the expectations of master teachers weren’t clear. But Mehta says that’s fine because states need to build on those failures.\u003c/p>\n\u003cp>“The way I see it, change is slow, but it’s a process and you build on the best of the evidence and move forward,” Mehta said. What kind of evidence of teacher excellence would a state need to create a better ladder? Those who have tried and failed should now have a better idea about what to change in order to move forward.\u003c/p>\n\u003cp>\u003cstrong>SOLVING THESE PROBLEMS\u003c/strong>\u003c/p>\n\u003cp>Mehta and his colleagues do not lay out any policy recommendations in this white paper. “We have a large system with lots of really talented people in it,” Mehta said. “It would be hubristic to think that the four of us could come up with recommendations that would work across all of them.” Instead, he wants to bring people together to work on design challenges that might help address the three core problems identified.\u003c/p>\n\u003cp>Design challenges suggested in the report include:\u003c/p>\n\u003cul>\n\u003cli>Develop a system for vetting curriculum materials and knowledge about teaching.\u003c/li>\n\u003cli>Create vertically aligned pathways that run from teacher preparation through induction and continue into ongoing school-based learning.\u003c/li>\n\u003cli>Create the recruitment pathways and policy changes needed to increase the population of teachers of color.\u003c/li>\n\u003c/ul>\n\u003cp>Mehta will be convening groups of educators at Harvard to discuss whether these are the right challenges and to attempt to design solutions. “These are core things that need to happen in the field, but people need to figure out how it looks for them,” Mehta said. He’s aware that different states and districts will approach these problems in a variety of ways based on their contexts, but he believes these broad challenges exist everywhere. Rather than suggesting a top down approach to solving these problems, he’d like to see teachers, educators, teacher preparation program leaders designing solutions they believe can work.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“My vision of change is more like a coalition or network moving forward, rather than a blueprint that everybody follows,” Mehta said. And, as with other good ideas like the \u003ca href=\"http://www.bostonteacherresidency.org/\" target=\"_blank\">Boston Teacher Residency\u003c/a> program, if a district comes up with a good way of solving one of these crucial problems, others will happily modify and adopt it.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/42337/how-can-schools-create-environments-for-high-quality-teaching","authors":["234"],"categories":["mindshift_192"],"tags":["mindshift_20784","mindshift_1040","mindshift_608","mindshift_96","mindshift_208"],"featImg":"mindshift_42398","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. 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Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.","airtime":"THU 10pm, FRI 1am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.commonwealthclub.org/podcasts","meta":{"site":"news","source":"Commonwealth Club of California"},"link":"/radio/program/commonwealth-club","subscribe":{"apple":"https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2","google":"https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw","tuneIn":"https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"}},"considerthis":{"id":"considerthis","title":"Consider This","tagline":"Make sense of the day","info":"Make sense of the day. Every weekday afternoon, Consider This helps you consider the major stories of the day in less than 15 minutes, featuring the reporting and storytelling resources of NPR. 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