Creating an Innovation EcoSystem: Aspiring Administrators

Katie Martin states, “if we want to ensure students have the skills needed to be successful and productive citizens, it is critical that we model and practice them in our classrooms, schools, and communities” ( Martin, 2018). Additionally, in the text, The Principal as the Assessment Leader, the author maintains that leaders must “create a learning culture” for the teachers in their schools. What are the hallmarks of a learning culture? How does this approach differ from traditional forms of professional development?

Creating a learning culture within our school is no easy task. One cannot employ one simple strategy, as there are many factors to be considered. Our text states: “daily, we must be willing to practice what we preach and learn alongside our teachers regarding what works best in creating balances assessment systems that honor the natural learning process”( Guskey, 2009). The best leaders create exemplary learning cultures in four ways. Through knowledge of their staff strengths, campus needs, support risk-taking, and modeling growth transparency, leaders create an atmosphere of self-directed professional growth.

Knowing your staff is more than just knowing about their lives superficially. It entails understanding their passions, strengths, fears, and goals. There are many ways leaders create this atmosphere. The best administrator I had the pleasure to work for had a motto: “people by day, paperwork by night.” He was true to his word and modeled his belief. Mr. Hise ‘knew’ each one of his staff members because he took the time to learn about their lives in and out of the classroom. His knowledge of our passions and strengths helped him create some outstanding professional development seminars each Monday.

The ability to create a culture of learning through formative assessment also requires an ability to discern campus needs objectively. To develop relevant learning opportunities for teachers, leaders conduct a comprehensive evaluation of disaggregating data. Taking into account needed areas of growth, staff strengths and interests’, leaders develop personalized campus professional development plans. As a future administrator, I know that I have a talented staff. I plan on using their individual talents and passions to benefit all members. Similar to a teach meet Ed-camp, I will have teachers train each other. This strategy leverages teachers’ strengths and creates value in sharing with their peers. Additionally, it encourages and supports risk-taking.

Lastly, when leaders model their learning journeys, teachers feel supported in their endeavors to try something new and better for their students as well. I have learned from some amazing leaders who have been transparent in their professional development journeys. They have shared mistakes and lessons learned openly. Their example taught me that excellence is not reserved for ‘the few.’ Excellence in Education is the pursuit of life-long learning and the constant refining fire of iteration.

The creation of a learning culture for teachers in effect directly benefits our students through assimilation. Our students will see their teachers striving for excellence through the practice of refinement. In the process, allowing them to see ourselves stumble and overcome give them hope and confidence to do the same. Assimilation is the process of becoming similar to something. Students will become ‘similar’ to that which they experience. Why not let them experience the confidence to disrupt the status quo in traditional education trends?

Reference:

Guskey, T., & Erkens, C. (2009). The principal as assessment leader. Bloomington, Ind.: Solution Tree Press.

Martin, K. (2018). Learner-Centered Innovation. IMPress, Dave Burgess Consulting, Inc.