Teachers Learning Together (Professional Services)
Over the winter holidays I discovered The Book of Awesome by Neil Pasricha, who decided that there was so much bad news in the world and in his own life that he needed to find and blog about a single, simple joy every day – things like the yeasty smell of a bakery, finding money in your pocket, the scent of a new box of crayons, the freedom of recess or snow days.
The book made me think that being a teacher is awesome. We are so fortunate to see wonderful things happen every day, like watching a child learn to read – awesome; grasp a math concept – awesome; find a note on a musical instrument or make the perfect volleyball serve – awesome. It is also awesome when we too learn something new or experience the synergy of working with like-minded colleagues.
I had this book in mind at the beginning of January when 100 teachers gathered to share and celebrate the collaborative action research journey they had been on for the last two years. These teachers were part of ETFO’s Teachers Learning Together (TLT) program, during which they demonstrated an inspiring commitment and passion for the work they were doing. They collaborated, shared, asked questions, found answers, and asked more questions. Together, they faced challenges and experienced successes.
ETFO created the TLT program three years ago to support members and their professional learning through action research projects conducted by teams of teachers. Action research is a model of professional learning that teachers undertake to discover answers to questions or issues relating to their classroom practice. Many teachers conduct action research on their own or with a partner while taking part in an additional qualification course or in such programs as ETFO’s Reflections on Practice. The TLT program engaged school-based teams or role-based teams of three to six teachers in an action research project focused on teaching mathematics.
This program exemplifies teacher professional learning at its best. Participants used their professional judgment to work together to assess their needs and decide on the topic to explore. They developed a plan of action and made all the critical decisions throughout the process.
Teacher teams had time to work and connect with colleagues, and to expand their knowledge of mathematical content. They considered and made use of research-informed strategies and reflected on effective mathematics instruction. They made connections to the curriculum and quality resources and began to make significant changes in their programs.
The TLT participants received support from a faculty of education partner. These faculty staff acted as facilitators, supported the teacher teams, helped them with the action research process, and provided expertise in mathematics and effective teaching processes in mathematics. Working with the university facilitators enhanced teachers’ professional knowledge as they examined content areas and research-based practices.
The university partners also worked with teacher teams to complete case studies. These focused on teacher interaction, learning, efficacy with action research, confidence, and beliefs. The data gathered from these case studies will be published in an upcoming ETFO resource and in academic journals.
In addition to providing ETFO members with a quality professional learning opportunity, this program provided many other benefits. A professional learning community has been established in each school or across several schools, depending on the composition of the teacher teams. Participants developed leadership skills as they worked with their teams. They have had an opportunity to share with colleagues from across the province. The participants’ students have also benefited from the work these teachers did in exploring, examining, and reflecting on their own learning and refining their teaching craft.
Here are some comments from teachers who participated in the Teachers Learning Together (TLT) program:
“I really enjoyed being given choice and trust in driving my own professional learning. Thank you for your commitment to us! I have felt very validated as a professional in this project.”
“It was a chance to talk, plan, collaborate with, and support each other at a grassroots level. It was amazing to be trusted with my own professional development. I have risked more over the last two years in TLT than in my previous 17.”
“The opportunity to be involved in this thought-provoking exercise in the company of like-minded, passionate educators has been a very enriching experience. This project has truly been a career highlight for me and has changed my teaching practice forever!”
“This experience has not only transformed my practice, but has helped me to recognize that when I collaborate with others through action research I can make a difference not only for myself, but more importantly for my students.”
These teachers were part of a unique program that will continue to have a long-lasting positive impact on them and their students. They experienced professional development that puts them and their professional needs first. It has been inspirational for me to listen to their stories, read their research, and watch their growth. Because of this opportunity they now see themselves as teachers and as researchers. Awesome!