Final Reflection
The Action Research Project was a lesson in humility. What began as somewhat of a vanity project evolved into a system to give new teachers a voice. Throughout this process I was encouraged by the progress the group made. New teachers became advocates for themselves and their fellow group members. It was not a new tool that they needed exposure to but rather a chance to collaborate with others. As the school has grown, this aspect has been desperately missing. The data I received during the cycles was encouraging. My hope is that teachers felt empowered beyond a simple number on a scale and that everyone participating in the project expanded their own practices and experienced professional growth.
For new teachers my hope was simple: ensure that they were comfortable in a new environment. Throughout the project this meant that they needed a place to share problems they were having. New teachers also needed a group they were comfortable with in terms of opening up. It is never easy asking questions you feel are trivial. It was encouraging to know that teachers felt comfortable within the group to ask these questions and give each other feedback. With a better working knowledge of everything they needed to master the next step would be to take on more leadership roles themselves. In the coming year I hope that the encouragement and comfort that they felt carries over. With a new group of teachers coming in every year it is important that they have mentors that have recently experienced the transition to a blended learning environment. In terms of Communities of Practice, the new teachers are now on the path leading them further into the community.
My hope is that both the mentor and expert teachers were encouraged by the leadership qualities they exemplified. It was amazing to see Jackie, in her role as a mentor, transform into someone who could successfully guide teachers who were in the same position as she was the year before. Aside from her work within the Shared Mentoring Group, she also explored ways in which to further her own understanding of blended learning and the impact it can have. Jackie regularly attended functions throughout Chicago and took part in online courses that focused on new school models and innovative instruction. Perhaps the greatest success of the project was allowing someone like her to thrive. Despite having a number of tough responsibilities already, Jackie was able to ensure that the project was successful.
The work done by both the mentor teacher and the expert teacher taught me about my own leadership qualities. Throughout this project, my typical mindset took over: take charge and be innovative and others will follow. While that has held true during my time at the school, it is far from the approach needed to ensure the success of all teachers. The Action Research Project encouraged me to take a step back and really observe the needs of others. Instead of diving into what I think is the adequate solution; I realized there should be more time spent on research and theory. I had always advocated for the practical over the theoretical, but I discovered that there is a reason why so much emphasis is placed on the latter—it works. Theories of Constructivism, Adult Learning, Situated Learning, and Communities of Practice all pointed me in the direction of creating shared experiences for teachers to thrive in. While there was some resistance at first, eventually logic prevailed and the project took the direction it needed in order to be successful. Moving forward with this project and any other endeavor I take on, I hope to take this approach from the onset. Instead of paving the way for others to follow, my hope is that I can instead provide the right environment and tools for them to feel confident in navigating the path on their own. Throughout it all, I discovered that the most essential tool a teacher can have is a positive relationship with those working right next to them.
The Action Research Project was a lesson in humility. What began as somewhat of a vanity project evolved into a system to give new teachers a voice. Throughout this process I was encouraged by the progress the group made. New teachers became advocates for themselves and their fellow group members. It was not a new tool that they needed exposure to but rather a chance to collaborate with others. As the school has grown, this aspect has been desperately missing. The data I received during the cycles was encouraging. My hope is that teachers felt empowered beyond a simple number on a scale and that everyone participating in the project expanded their own practices and experienced professional growth.
For new teachers my hope was simple: ensure that they were comfortable in a new environment. Throughout the project this meant that they needed a place to share problems they were having. New teachers also needed a group they were comfortable with in terms of opening up. It is never easy asking questions you feel are trivial. It was encouraging to know that teachers felt comfortable within the group to ask these questions and give each other feedback. With a better working knowledge of everything they needed to master the next step would be to take on more leadership roles themselves. In the coming year I hope that the encouragement and comfort that they felt carries over. With a new group of teachers coming in every year it is important that they have mentors that have recently experienced the transition to a blended learning environment. In terms of Communities of Practice, the new teachers are now on the path leading them further into the community.
My hope is that both the mentor and expert teachers were encouraged by the leadership qualities they exemplified. It was amazing to see Jackie, in her role as a mentor, transform into someone who could successfully guide teachers who were in the same position as she was the year before. Aside from her work within the Shared Mentoring Group, she also explored ways in which to further her own understanding of blended learning and the impact it can have. Jackie regularly attended functions throughout Chicago and took part in online courses that focused on new school models and innovative instruction. Perhaps the greatest success of the project was allowing someone like her to thrive. Despite having a number of tough responsibilities already, Jackie was able to ensure that the project was successful.
The work done by both the mentor teacher and the expert teacher taught me about my own leadership qualities. Throughout this project, my typical mindset took over: take charge and be innovative and others will follow. While that has held true during my time at the school, it is far from the approach needed to ensure the success of all teachers. The Action Research Project encouraged me to take a step back and really observe the needs of others. Instead of diving into what I think is the adequate solution; I realized there should be more time spent on research and theory. I had always advocated for the practical over the theoretical, but I discovered that there is a reason why so much emphasis is placed on the latter—it works. Theories of Constructivism, Adult Learning, Situated Learning, and Communities of Practice all pointed me in the direction of creating shared experiences for teachers to thrive in. While there was some resistance at first, eventually logic prevailed and the project took the direction it needed in order to be successful. Moving forward with this project and any other endeavor I take on, I hope to take this approach from the onset. Instead of paving the way for others to follow, my hope is that I can instead provide the right environment and tools for them to feel confident in navigating the path on their own. Throughout it all, I discovered that the most essential tool a teacher can have is a positive relationship with those working right next to them.