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Creating a Collaborative School Culture (Part 1)

Creating a Collaborative School Culture (Part 1)

The teachers Shannon Watt works with talk about her in tones of grateful reverence. If you’ve spent much time in teachers’ lounges, you may appreciate how unusual this tone of voice is. Especially when the topic of conversation is school administration.

“She trusts us. She gives us freedom,” began one, 18-year veteran, teacher.

“But its freedom with responsibility,” added another.

“Exactly.”

We got to this point after I asked them why they think the culture at Southern Cross (one of the best private schools in Chile) is so strong. First, they spoke about the strong relationships between students and teachers. They said teachers aren’t seen as a ‘big authority,’ and that it’s important to help students understand that behavior corrections are meant to help them become better people. But they quickly switched to talking about their own development.

“And the teachers here are always studying.”

“It’s tough, but nice. Like Kagan… It was difficult at first but now I love it.”

By ‘Kagan’ the teacher meant a set of cooperative learning strategies that are quickly gaining popularity in the United Sates as well.

“Cooperative learning started because the teachers wanted it,” explained Shannon Watt. “They saw that kids didn’t know how to work in groups. They made group work and it didn’t work. The kids had to learn how to work in groups.” Ms. Watt is also a trainer for Singapore math and, interestingly, it was a teacher from Singapore who recommended Kagan. So Ms. Watt bought the book, travelled to the States for training and then returned to try the strategies out with her own class.

“So, I tried it. The first weeks I thought, ‘this is terrible, this book was phony.’ Everything was ‘Ahhh!’ I didn’t know if it was going to work. And then the third week kids started engaging and it went well. I saw them working. And then I invited other teachers to come see my classes. They liked what they saw and that was the way we put it in.”

Shannon Watt
Shannon Watt

I think there’s a lot to learn about effective administration from this account.

  1. The teachers identified group work as a priority. The reform wasn’t coming down from out of the blue.
  2. Shannon did exhaustive preparation on her own and then piloted the strategies in her own classroom. In this way, she was in a position to truly empathize with the challenges her teachers faced later.
  3. She stuck with it for three weeks before it started to work. For me, this emphasizes the unwavering expectations she holds her students to. I’ve seen many teachers from working-class schools attempt and then abandon Kagan strategies after a few days. They say the initial disaster is proof that these strategies won’t work in ‘their environment’ or for ‘their students.’ It’s worth noting that a veteran teacher at a prestigious school encountered the same difficulties, she just reacted to them differently.
  4. Before pulling teachers into trainings, she invited them to her room and allowed a ‘buzz’ to build around the techniques. When the training finally started it was something they were eager to learn.

It’s not hard to see why her teachers love working with her.

The Harvard Business Review has done a number of studies about why people do or don’t like their jobs. Two of the most powerful factors for job satisfaction they’ve found are:

  1. Feeling trusted by your supervisor.
  2. Opportunities to develop professionally in a meaningful way.

Too often in the United States administrators limit their communications with teachers to discussing evaluations and obligations. This approach fairly quickly chips away at the trust most teachers initially feel toward their administration. And it’s a cliché by now for teachers to be bombarded by new waves of ‘teacher proof’ classroom strategies every few years; strategies devised without their input, and without any concern for the specific dynamics of their classroom. Teachers end up feeling that the school or district doesn’t understand them and doesn’t care to. The idea the district ‘trusts’ them is often almost laughable.

Ms. Watt’s approach to leadership is clearly different. Her teachers love working with her because they feel trusted. And the way their development is set up makes them excited to grow in their craft. It’s amazing the differences happy teachers make.

But before Shannon Watt helped her teachers create a collaborative environment for her students, she first had to work on creating a collaborative culture amongst her teachers. Shannon is quick to point out that the above story never would have happened if it hadn’t been for Lesson Study. For more on that story, check out tomorrow’s post.

  • Will