Staff Board of Trustees
On February 18, all high school staff participated in a Professional Development Day. One of the small schools stayed on campus but the others met at Forest Hill Church, the Cleveland Heights Recreation Pavilion, a local restaurant and Taylor Academy.
After the sessions, Staff Development Coach, Diana Tuggey asked teachers to write about their experiences. Below are four of the essays. They were written by German teacher Susan Jewett, Spanish teacher Felicia Anthony, Business teacher Frank Artino and Legacy School Teacher Leader, Jeanne Lee.
Susan Jewitt
I took part in a group activity facilitated by Patti Gibson, our Knowledge Works Coach, and my "Mosaic Experience" colleagues. This activity is called "North-South-East-West" and deals with numerous facets of teaching and learning: organizational styles, philosophical outlooks toward tackling and accomplishing tasks, leadership, teamwork, etc. When descriptions of the various "types" of personalities were read, I knew immediately that I am a "West." I need things organized. I need to make lists. I need to establish time-frames. I need time to plan briefly; then get busy.
A colleague and I looked at each other and laughed out loud when the description was given: we each knew it was "us"! What really surprised me was how many of my colleagues are also "Wests." I wondered about cause and effect:do "west" types tend to go into teaching or does being a teacher cause us to develop into "Wests?" (the structure, lesson plans, time schedules, grading scales, etc.?) When our group of "Wests" got together, we all thought we would probably work very well together, as we all want order, structure, etc. It soon became clear however that we would have problems - no one would want another "West" changing our lists, schedules, plans, etc! It was apparent that too many "Wests" would be much like "too many cooks…!"
We agreed that, ideally, teachers working together on interdisciplinary units would do well to bring different talents to the task, rather than the same ones. For example, a teacher who "sees the big picture," paired with a teacher who enjoys details would be effective . We also discussed how knowing our students' styles could bring about more productive group work, cooperative learning, team projects, study groups, etc. The "North-South-East-West" activity was enjoyable and thought-provoking. It gave us a chance to recognize our skills as well as laugh at our own unique "quirks."
Felicia Anthony
Everyone I talked with about our staff development day in February thought it was a good, productive day. It was planned with meaningful and substantial topics and activities that helped us bond with each other.
One such activity was called Success Protocol from Critical Friends' Group* activities. We were broke into small groups of three or four and shared a success from our teaching practice. My group members shared their stories of teaching success and I could tell how important these stories are to each of them. I liked the way we worked in small groups rather than having to report out individually for each activity.
It was clear that our leaders, Jeanne Lee and Marc Engoglia, understand adult learners and respect the knowledge and experience our staff brings to our school. They demonstrated a climate of respect that I know is appreciated. I understand that we have some things to learn about our teaching model and with the respect of our leaders, our work together is easier.
*Critical Friends Groups are small groups of teachers who meet regularly to review and support each others work.
Jeanne Lee
On February 18, 2005 our small school, Legacy, had its first staff development session. Principal Marc Engoglia and I worked hard on the plans for our new staff and were a little apprehensive about how well they would be received.
The average tenure of our staff is 25 years and are experts in their field. Though I had worked with most and knew them relatively well, I was nonetheless apprehensive about our first session. We planned three activities to get to know our colleagues better. Dave Schmid, one of our Knowledge Works Coaches, facilitated an activity called "Impact Grouping." He gave us four factors to respond to: geographical location, the kind of student you were in high school, ethnicity, and race.
This activity required staff members to discuss how each factor impacts their teaching philosophy and expectations. The first and second factors showed nothing significant. With the last two factors, ethnicity and race, there was a marked difference in the effect on educational philosophy. Certain cultures have norms that are passed on from generation to generation. These norms are not questioned, rather simply followed. One of the norms of the group was that going to college was not an option, attending was mandatory. Another norm was that one had to be able to take care of oneself after school; dependency on parents was out of the question. Since many of the teachers' parents were immigrants, many on our staff are the first in their family to attend college.
While considering the last factor of race, it was suddenly obvious that I was the only African-American teacher on the staff. Until we conducted this activity, it had never occurred to Marc or I; we were simply elated to get this particular group of staff members for our school. It was quite an eye opener and was really strange to be the only "minority" staff member in a school that was comprised mainly of minority students.
Another surprise for me was finding out that one of our teachers is Lebanese. For years, I thought that she was Italian. She explained that she had lived in discomfort growing up in a homogeneous environment that didn't value difference. It was this difference that made her look at her students and see only their abilities as opposed to their racial makeup. The "Impact Grouping" is an excellent activity that allowed us to see each other as people first, educators second.
Frank Artino
{Note: Mr Artino sang a Billie Holiday song at the staff salute to Black History Month in February. These are his comments about the experience.}
Participating in the Staff Salute to Black History Month was a thrilling experience for me.
I have taught at CHHS for 15 years and I have never felt more connected with the students and staff as I did after my performance that day. What a rewarding (and humbling) experience it was! The students literally stopped me in the hallways or came up to me in the lunchroom or visited my classroom to share their positive comments about my performance.
Students told me that they appreciated another aspect or element of my life besides being "just a teacher." They acknowledged that I have the ability to entertain others as a singer. They actually connected to and respected my work. Even the students who I see every day are more optimistically focused and more eagerly prepared for class. Perhaps music IS the universal language that helps link me to my students.
Our students hold a pre-determined image of a teacher. I took a risk and shared something personal, students saw me in a different element entirely. It worked! It may be temporary, but who knows?
To share of one's own self is to teach with lasting impression.
The Small Schools updates are prepared by Joy Henderson, Parent/Community Liaison for the Small Schools at Heights High. For more information contact Joy at 320-3052 or at J_Henderson@chuh.org.
