Most times I will let something simmer before writing on it. Perhaps it wasn’t as inspirational as at first glance, perhaps the inspiration needs to grow as I process the event. Today, there was no mistaking the inspiration I received from an elementary school professional learning meeting!
Here’s the context, a new Problem Solving process was developed by our district and is being introduced to staffs K-12. The staff at this building chose to “fishbowl” (enact the process in front of the whole staff as an audience) their actual first meeting of the Problem Solving Team, analyzing interventions for a real student. Talk about doing something meaningful…using precious time to learn as a team…teachers voluntarily leading the learning…solving problems for a real student…how many birds can you hit with that stone?
To be fair, the meeting wasn’t rehearsed. The brave team of teachers doing the problem solving went commando, putting themselves completely out there as they learned a new process and discussed the student data, created a hypothesis, and defined measurable interventions. That’s the process in a nutshell. But there was nothing that easily summarized in the dynamic learning that took place thanks to the audience of teachers.
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As the group on stage neared completion, hands began to go up, foreheads wrinkled, the audience came alive. Teachers in the audience took advantage of their temporarily objective position to ask, how is that intervention different, how will staff interact uniquely with this goal in mind, what is the child’s role in this…a litany of questions probing deeper into the nature of true intervention, not merely structural refinement or protocol adherence. Ultimately, the whole staff of this school not only witnessed, but participated in how problem solving can float at the surface or plunge deeply into effective change on behalf of a child.
Should I credit the principal for solely creating this environment or the team for shamelessly, publicly fumbling through a foreign process? I suppose I could, but that would only be at the surface. When I look deeper, I see a staff that has created a sufficiently safe environment for adult learners that all of them deserve credit as participants in a professional learning experience that emphasizes the innate power of teacher leadership. When pride is shelved, learning is exponential.