In Here, Out There: Professional Learning and the Process of School Improvement

Abstract

In this article, James Noonan uses portraiture to examine how the administrative team and the teachers at a small, urban middle school approach school improvement. He illustrates the ways in which the pressures associated with attempting school reform in our current high-accountability environment make it difficult for school personnel to engage in the deep learning that transformative change requires. Noonan finds that at Fields Middle School, district-initiated redesign is built around an expansive view of learning that embraces uncertainty, collaboration, and reflection as catalysts for broad and sustained school improvement. He illuminates school transformation efforts that hinge on adult learning and an understanding of schools as learning organizations, in contrast to reform efforts that adopt linear and hierarchical views of teaching and learning.

“Taking Care of Your Own”: Parochialism, Pride of Place, and the Drive to Diversify Teaching

“…To do so will require an ongoing investment of time and resources to support school and district staff, since even well-intentioned educational leaders often struggle with how to lead antiracist learning in schools (Solomon, 2002; Swanson & Welton, 2019). Reflective learning spaces where leaders can candidly share and interrogate their struggles are critical for systemic improvement (Noonan, 2014). There is some cause for cautious optimism, however, since well-facilitated and ongoing professional learning experiences focused on race and equity—such as those offered in Millbridge—have been useful for helping teachers “unlearn” racist ideas and enact antiracist practices (e.g., Duncan-Andrade, 2004; Tatum, 2001).…”

What’s Lost, What’s Left, What’s Next: Lessons Learned From the Lived Experiences of Teachers During the Pandemic

“…Additionally, teachers are key stakeholders in the organizational behavior of schools (Datnow, 2020), and the ability of schools to improve and change depends upon key aspects of the teacher experience. For example, research shows that effective school improvement often depends upon whether teachers feel safe and supported, whether they view administration as partners or adversaries (Handford & Leithwood, 2013), and whether they have opportunities to improve their instructional practice (Noonan, 2014). During the pandemic, parents, school leaders, and society have asked teachers to adapt to remote instruction, adopt brand-new online and hybrid teaching routines, and learn new skills and practices extremely rapidly.…”

Professional Development of School Principals in the Pilot Program of ‘Pedagogical Flexibility’: The Israeli Case

“…On the other hand, they must promote a language of dialogue and reflectivity on their work and emotions. In addition, the methodology of active learning (Noonan 2014) and the quality of instruction (Poekert 2011) are of decisive importance. Only this constellation may promote teachers and allow schools to lead significant changes in the learners' achievements (Hattie 2012;Stoll et al 2006).…”