Most recently, I completed the book "An Ethic of Excellence - Building a Culture of Craftsmanship with Students" by Ron Berger. If you have a chance to read it, it will cause you to pause about how you view excellence within learning and with students. What I enjoyed most about the book is it gives the reader an indication about how teachers' expectations can truly guide what is possible for students. It's not idealistic in the sense but comes down to hard work and a belief in our students.
Berger talks about building a "culture" within a school that promotes excellence and yes, even expects it! No excuses about parents, student upbringing, life situations...nothing. Just give the best you can...all the time! He talks a lot about his personal situation as a classroom teacher for over 25 years and his passion for teaching and for his students. Some great examples from his own experiences. The reader does not need to follow his "path" but rather helps the reader to find their own path within the classroom when guiding students. Notice the word "building" as excellence cannot just be assumed, it has to be developed intentionally.
The author breaks his ideas down into "toolboxes" since there really is no blueprint for school change - obviously every school has its challenges and its differences. No one plan will work for all schools. Surprise!
The first toolbox is with building a foundation for
A School Culture of Excellence. Berger believes that the student achievement is linked to school culture. If the school community ridicules and disrespects student effort and achievement (it's not thought of as "cool" by the students, for example), then that will have an overwhelming impact on how students want to achieve. "Schools need to consciously shape their cultures to be places where it's safe to care, where it's cool to care." (p. 35) Clearly, culture and community goes beyond the curriculum and the subject material that needs to be taught in school. Berger is reminding us that the culture of a school and how we treat each other is just as important, if not more important, to the academic learning within a school. This toolbox goes a long way in schools - not just with students but with all staff and parents as well as the larger community. If there isn't a culture of trust and caring...there is no way that learning can reach its full potential. In my own school this year, we had a "school review" that basically was a focus on our community and culture. Our school community was interviewed and surveyed - from staff to parents to our older students. While it was very positive overall, it did allow us to take a look at a some areas that we can strive for improvement as a school - not just a classroom but our entire school. After reading Berger's book, I feel our school is on the right track but we have direction to move forward with.
The second toolbox contains practical strategies which focus on improving the quality of student work and thinking for building the
Work of Excellence. Here, the author talks a great deal about project-based learning. Making student work meaningful and engaging. We all recognize that when students are working on something they are interested in, they will be more successful. The difficulty is sometimes finding those interests and matching curricular outcomes with student interest in classes of 20+ students! I agree with Berger when he states that generally teachers are uncomfortable with giving up some of the "power" to kids and in certain topics, they themselves are lacking confidence and experience. How can a student learn about a subject area that I know nothing about? The author talks a great deal about bringing in community experts to assist with project based learning. Rely on other individuals to help guide student interests. Students learning exponentially through multiple drafts, peer critiques and making their work public. Regarding assessment, Berger's students recognize that their work is either an A or Not Done. The expectation is that it is worked on and revised and critiqued until it becomes an A and then is made public. I know! I know what you are thinking as I was thinking the same thing! We would never get past the first unit! But, remember, we are not talking about units or worksheets, or tests - we are working on an engaging, motivating project that the student cares about and is completely interested in. His/her effort is going to be top-notch. Can this be sustained? I hear you...those are the questions I have myself. It sounds great and wouldn't it perfect? But is it realistic and possible? According to Berger, it certainly is.
The third and final toolbox addresses the
Teaching of Excellence where teachers need to become more than the givers of knowledge...they need to inspire students to love learning and to be proud of their learning. None of this can happen without supporting teachers. Teaching is a craft. It needs to be respected and recognized. Teachers need to inspire students but they also need to be inspired by students. Collaboration with colleagues in a positive manner is the key to teacher support and growth. That collaboration may take on a variety of lenses - Professional Learning Communities, observing other teachers, grade level planning, book clubs, discussions on best practises, etc. Teachers need to help their students build an ethic of excellence.
Happy reading!
Now that July has quickly turned into August, like many teachers and school administrators, I have been thinking about getting back to school. Of course, one of the things I look forward to most is the "focus" of the school year. While we set our goals in May (and actually it is a 3 year plan), we still need to decide how to achieve some of those goals. While one of my biggest passions is literacy, I have been reading a lot of colleagues talking about their Read Aloud selections for the first week of school. I did this my first year as principal but didn't do it last year. And I certainly do regret that. So, this year will be different.
