Following is an example celebrating the work of collaborative, hopeful and flexible people, those curious and determined educators who commit to doing the right thing and doing it well. The writer shares her comments (edited for brevity) in an update on the expansion of her district’s self-regulation work over the past 18 months from a small initial elementary school “First Wave” to an expansion that includes more elementary schools and the launch of a secondary school initiative. She wrote:
The secondary cohort met last week. The buzz in the room grows stronger each time this group comes together. Collectively, they continue to be highly reflective, connecting the principles of self-regulation to the needs of their students, the kids they see every day. One of the district staff’s Helping Teachers has become a “regular” at the sessions, linking research, highlighting classroom applications, providing rich learning experiences for all. It is clear that S-R has become an essential part of who they are as educators. There is no turning back for this group.
The original group (which started their project last year) is meeting next week. I am not sure that any of the participants have experienced a professional learning journey that could rival the self-regulation odyssey. As expected, they continue to take the lead in building capacity at their respective sites. Several have received requests from neighbouring schools and a couple have been asked to provide in-service at schools that have not been involved in self-reg to date. These teacher-leaders are powerful, authentic voices.
The new cohort will be attending the fourth session of the year within the next couple of weeks. In the interim, they continue to receive support through regular site visits and informal networking opportunities. The feedback, insights and themes that have emerged from these site visits will most certainly frame the work moving forward. We have learned (and reminded ourselves) that differentiation is key. Some schools are flying; in those places the school-based S-R group continues to grow and there is a comprehensive understanding of the principles, a recognition that direct teaching is essential, deep reflection of practice, and intentional exploration of data collection. At these schools the principal is actively involved in the work, group members self-identified and teachers are leading the charge. We also recognize that there are some situations where more time is needed to develop the understandings and apply the principles to classroom practice. These schools are well on their way. Regardless of where schools fall along this continuum, it is universally understood that the work is more than simply “doing self-reg”, using some of the tools, some of the strategies and some of the language. In the absence of a deeper understanding, any implementation would appear to be the pursuit of the quick fix.
An appreciation for the self-regulation framework and way of thinking never leaves you…I was at an in-service on differentiated instruction and the facilitator showed a clip of Captain Sully, the pilot who landed in the Hudson River. He was being interviewed by Katie Couric (CBS at the time). Take a look…it is all about the power and importance of self-regulation. While the presenters were making a case for differentiated learning opportunities within a classroom, they were also highlighting the imperative around S-R. Talk about calm, focused and alert!!
Good people doing good work…together. It’s life long learning any way you look at it.