What are my "Living Standards of Practice" that explain my educational knowledge as a living educational theory in my inquiry?
My living standards of practice emerge from the values that I believe to be important in my personal and professional life and work. "They are living because they emerge in the living of my life according to the values that I hold to be true and at the same time changing and refining as a result of life's experiences" (Delong, 2001, p. 5). My living standards of practice are unique, because they belong to me, and give meaning and purpose to my life in education (Whitehead, 2000). My living standards of practice have emerged from the many voices that interweave in the "dream keeper" of experience. Voices of the past and present of people involved in my personal and professional life are reflected in my standards. Academic literature has influenced my standards of practice, helping me to realize that my values are not static and that they can and will change. The faith and spiritual dimension of my life has inspired my standards. Finally, my lived experiences and personal reflections create the passion in my standards of practice.
Standards of judgement are used to test the validity and accuracy of my standards of practice by my friends and colleagues (Delong, 2001).
My standards of practice are validated by examining many voices in four directions: inward and outward, backward and forward (Clandinin and Connelly, 1994). Backward and forward refers to temporality (voices of the past and present) and inward and outward are associated with feelings and attitudes (my personal voice) and environmental situations (many character voices in different settings). The following are the standards that I claim to practice in my personal and professional life. There is no order of hierarchy; however, there are interweaving connections between each of the standards.
- Establish relationships with individuals that support my values of loving care, trust, empathy, listening with heart, and humour, and maintain a professional demeanour (passionate, committed, organized, enthusiastic).
- Create environments and opportunities that result in the empowerment of teachers.
- Lead beside individuals to encourage interdependent relationships, collaborative decision making, and risk-taking opportunities that are integrated into practice for the benefit of student learning.
- Plan and conduct committees and interactive workshops that reflect my personality and values, modelling successful strategies used by my mentors.
- Use my knowledge and experience in action research to encourage and support others to find solutions to educational issues to improve student learning.
- Learn with and from students, colleagues, parents, and the community as a network of community of learners.
- Demonstrate a commitment to continued professional growth.
- Continue to reflect on my practice using the action research cycle: identifying concerns, imagining solutions, implementing solutions, evaluating solutions, and modifying my practice.
- Contribute to the professional knowledge base of educators by sharing my educational research.
- Use creative compliance and professional judgement to solve problems and create Win/Win situations (S. Covey, 1990).
How do I know that I have had a positive influence on the learning of teachers and students?
I am learning as I teach. I am also an educator. In my view, I can claim to have educated myself. I cannot claim to have educated anyone else. I can however, claim to have influenced the education of others.(Whitehead, 2000, p. 2)
How do I know that I have had a positive influence on the learning of teachers and students and that my living and developmental values are evident in my professional practice? I listen to the voices of friends and colleagues, as well as my own voice.
1. Establish relationships with individuals that support my values of loving care, trust, empathy, listening with heart, and humour, and maintain a professional demeanour (passionate, committed, organized, enthusiastic).
I had the opportunity of working with Heather this year being new in the Primary Division. We shared something in common, since this was her first year as being the Primary Consultant for the Grand Erie School Board. Before school began I was very nervous, thinking I would not be able to meet the requirements of a Kindergarten program. Heather was an excellent backbone for me offering many resources, material and direction for my program. She set aside time to come and work with me in my classroom, go over the Kindergarten document, reporting and ideas. What I valued the most from Heather was her personal touch of empathy. She really cared about what was going on and how I was feeling, especially when I couldn't find cocoons for my Butterfly Unit that I was kick starting in September when the children were starting school. I was so impressed when she came back with not only one but two cocoons, I knew right away that Heather has what it takes to be a consultant. She stopped at nothing to assist me in any way she could. I will never forget that experience.
Heather has also organized a number of small workshops for the primary Division and Kindergarten meetings that I have attended, where she has introduced speakers and issues that pertain to what is currently valuable in our board. She is open to ideas and new issues that arise and works toward making things happen. I know that I can always call upon her assistance and expertise and get results. Most importantly, I know that I have a friend to look upon when I get tangled up with the expectations of the teaching profession. (S. Manzo, letter of reflection, March 30, 2001)
Comments written by teachers, administrators, program coordinators, and superintendents for a 7 Habits 360◦ Profile™ collated by Franklin Covey Canada, Ltd. (2001) included, "She is a very caring person who listens not only with her ears but also with her heart. Heather exhibits a very strong work ethic and tremendous self-discipline."
2. Create environments and opportunities that result in the empowerment of teachers.
"Leading beside" resulted in the empowerment of Elaine Hamilton as she began an "inherited" action research project in her transition to my grade 3/4 classroom. Elaine accepted ownership for my question, "How can I improve student writing using available resources, parent involvement, and developmental assessment tools?" She completed the project and presented at the OERC/CORP Act Reflect Revise Conference in Toronto, Ontario, Canada. Elaine was empowered because she was able to reflect on her own teaching style and practices. She recognized that she had the skills and ability to build effective programs for students in her classroom.
I thank you for your support during our Action Research Project. The fact you had already been through the process and could walk me through the writing and presentation was gratefully appreciated. Your support, encouragement, and access to support materials was very beneficial.
The benefits of using action research are two fold. A teacher has the opportunity to reflect on their own teaching style and practices to gain a better understanding of what works best for them and why and also to understand why they teach as they do. Secondly, it benefits our students. One comes to realize that what works with one group may not work with another and so we can modify our practice to provide optimum learning experiences for our students....Through action research I was able to gain a better understanding of myself and my students which assists in improving student and teacher learning in the classroom. (E. Hamilton, response to interview questionnaire, January 25, 2001)
3. Lead beside individuals to encourage interdependent relationships, collaborative decision making and risk-taking opportunities that are integrated into practice for the benefit of student learning.
Writing team members have indicated the beneficial opportunities of sharing "experiences, expertise and resources with other team members" (B. Smith, response to interview questionnaire, January 26, 2001). My reflective journal entries indicate that by leading beside individuals I am encouraging interdependent relationships, collaborative decision making, and risk taking.
A workshop that I prepared to in-service the primary staff on the resource "Linking Assessment and Instruction in Math" written by the Consultants'/Coordinators' Association of Primary Educators (CAPE)/ Ontario Association of Math Educators (OAME) turned into a discussion that involved incorporating problem solving into the primary math program. We discussed including problem of the day challenges into math programs and the use of whole group math journals. Resources that could be used to develop problem-solving skills were highlighted. The importance of teaching students to use pictures, numbers, and words to explain and justify their thinking, across the primary division, was clarified. The workshop became a roundtable discussion that encouraged interactive dialogue, questioning that was nonthreatening, and collaborative thinking. (H. Knill-Griesser, reflective journal, December 4, 2000)
Comments written by teachers, administrators, program coordinators, and superintendents for a 7 Habits 360◦ Profile™ collated by Franklin Covey Canada, Ltd. (2001) included,
Heather's style of leading from beside rather than in front allows for more collaborative decision-making and greater opportunities for learning. Her caring empathetic nature allows one to quickly warm up to her and trust her, thereby quickly establishing a good environment for learning and working together.
4. Plan and conduct committees and interactive workshops that reflect my personality and values, modelling successful strategies used by my mentors.
Heather did a great job putting together a committee that reflected diverse interests: school administrators, support staff, and teachers who had actual experiences with combined grade classes. The work the committee did was really gratifying, and even without the document, it was an excellent learning experience. As we shared our experiences around the table, we had an opportunity for tremendous professional development. Heather did an excellent job assembling this group and focussing our discussion. Everyone on the committee benefited through involvement in this process.(L. Abbey, Presentation to Program Council, June 27, 2001)
I have incorporated my top ten list, discussed in Chapter Three, into my workshop presentations. Reflective journal entries and workshop reflection sheets completed by participants indicate positive experiences for teachers. "Thank-you Heather. This was another highly organized and very valuable learning experience. You always cover so much ground. Thanks for all your hard work. The Great Beginnings binder is awesome!" (M. Kneale, reflections/response to workshop, March 29, 2001).
My critical friend, Cheryl Black, indicated that a staff member who recently attended one of my training sessions commented that she had seen a tremendous growth in my workshop presentations. The staff member had attended one of my initial workshop presentations when I started in the role of teacher consultant. The teacher indicated that my personality was evident in the relaxed manner of my presentation style. (H. Knill-Griesser, reflective journal, June 13, 2001)
5. Use my knowledge and experience in action research to encourage and support others to find solutions to educational issues to improve student learning.
This year (2000-2001), I have had the great pleasure of acting as cochairperson of the Brant Action Research Network. The Brant Action Research Network is a network of practitioner researchers including teachers, administrators, coordinators, consultants, and supervisory officers that meets monthly to support individuals involved in action research projects. It was also my privilege to influence the education of teachers participating in action research for the first time. Debbie Opersko, a teacher at Teeterville Public School in Teeterville, Ontario, met with me to discuss the emerging design of her action research project.
Thank you very much for giving me your whole afternoon to help me with my action research. As I talked with you and heard how busy you are I felt you were giving up a lot of your time to help. I went home feeling really excited and energized. I started my journal today. I will return your video as soon as I get a chance to sit down and watch it...there's a long weekend coming!
I also really enjoyed BARN. Thanks for suggesting I stay and participate. It was affirming to meet some other dedicated teachers and hear what they are doing.
You helped me to understand the action research process. Thank you for all the handouts you gave me. These were just the things I was looking for. You also helped me to get a list of materials I'll need organized and answered a lot of questions I had. Now I know what to do for permission to videotape, etc. (D. Opersko, Letter, May 17, 2001)
Ruth Mills, Principal of Lansdowne-Costain Public School in Brantford, Ontario, e-mailed me to request my presence at a professional development meeting to discuss the process of action research with her staff. Ruth also asked me if I would be her critical friend as she embarked on her question, "How have I supported teachers as they engage in action research?" Fourteen staff members (Ruth's entire staff) expressed an interest in beginning an action research project to improve student learning in their classrooms. We watched the video, "Action Research: School Improvement through Research-Based Professionalism" produced by the former Brant County Board of Education, the Ontario Public School Teachers' Federation, and Nipissing University (1998). I distributed hard- covered journals to the 15 staff members and discussed the importance of being a reflective practitioner, documenting "reflection-in-action" and "reflection-on-action" (Ghaye & Ghaye, 1998). I distributed information sheets discussing the process of action research and provided teachers with a checklist for writing a report that they could file away for future use. "Each of the staff members became empowered as they discussed the progress of their study with their peers. Marg Cottrill commented after the workshop that everyone on the staff was very proud to share their successes with their peers"(H. Knill-Griesser, reflective journal, April 23, 2001).
A video was taken of the roundtable discussion that revealed a community of learners demonstrating laughter, dialogue, and positive interaction. By the end of the day 14 staff members had submitted research proposals to Ruth for their action research projects.
Two teachers from Lansdowne-Costain Public School, Nancy Howard and Heather Noddin, presented the results to their question, "How can I improve my students' level of achievement in writing" at the Brant Action Research Meeting in June, 2001. Nancy and Heather used the rubric from The Ontario Curriculum - Exemplars Grades 1-8 Writing, 2000, to assess letters written by students on three separate writing tasks. Nancy and Heather worked as critical partners and used teacher moderation to assess the student work. They found significant improvements in students' levels of achievement according to the achievement level categories when comparing the first and last letters written by the students. Nancy commented, "We focussed our teaching on paragraphing. Letters were sent home to parents in newsletters outlining what we were doing in All Star Writing....We found that when we related the letter writing tasks to real-life connections the writing skills improved" (N. Howard, videotape transcript of BARN meeting, June 20, 2001).
Ruth Mills commented,
There is a different kind of teacher talk in the staff room because of the action research projects....One thing that we started to talk about as a staff is starting earlier with our action research projects next year. What has come out of this is we are continuing to work on literacy and action research. We all want to take First Steps as a staff. What has happened is we are all focussing on what makes children better writers. (R. Mills, videotape transcript of BARN meeting, June 20, 2001)
6. Learn with and from students, colleagues, parents, and the community as a network of community of learners.
Linda Miller, a teacher consultant for the Grand Erie District School Board, acknowledged that my values were evident in my practice.
While I have only known Heather in the role of curriculum support for a few months, I feel like I have known Heather a lifetime. With Heather I feel a kindred spirit. She exhibits a calm professionalism which I admire. Heather is always smiling even with the challenges or disgruntled individuals, who would attempt to overwhelm or discredit her. I have observed her facing each situation with a calm assurance that right would prevail in the end. When I have concerns, Heather listens and does not belittle these concerns. She has addressed them with knowledge and empathy. I trust and respect Heather. Because of our working relationship, I believe that Heather trusts me and values my opinion. We work well together because of this mutual respect. Heather is willing to learn and there is a lot to learn in this role. The growth curve is usually straight up. Heather takes risks. She has sought out people and materials which would help her preparation and presentation. She has attended several of my workshops and been such a help. She sees a need and jumps in and helps. I have really appreciated that. We have talked of various things we can do together. Heather's practice appears to me to reflect her values. (L. Miller, Curriculum Conversations Response, June 1, 2000)
I have been involved in the Healthy Babies, Healthy Children Early Identification Workgroup for the Brant County Health Unit in Brantford, Ontario. The Early ID Workgroup is composed of community partners who formulated the local plan and took the lead in implementation of the local community Early ID awareness, education, monitoring, and service system. This has been a definite learning experience for me as a community partner in education.
Sharing and learning with parents and community partners is essential to improve student learning in the classroom.
I presented an exemplar workshop to the Parent and School Council at Caledonia-Centennial School today. I created the workshop to be interactive, and engaged the parents in a levelling activity on writing. Parents carefully examined the rubrics to assess the student writing tasks, paying careful attention to the descriptors and modifiers in the achievement level categories ."Parent moderation" was occurring. Parent dialogue included discussion concerning whether letters written by students were organized into short paragraphs that contained main ideas with related details. After the workshop, I started to collect the materials until the parents announced that they would like to keep the levelling exercises for future reference.
The Principal commented that as parents read their children's report cards this term, they will read them with a new understanding of rubrics, descriptors, and modifiers. (H. Knill-Griesser, reflective journal, June 13, 2001)
7. Demonstrate a commitment to continued professional growth.
Comments written by teachers, administrators, program coordinators, and superintendents for a 7 Habits 360◦ Profile™ collated by Franklin Covey Canada, Ltd. (2001) included,
Heather is a very effective person because she has an excellent understanding of herself and her values, which are consistent with her living standards. Heather believes in being a life long learner, therefore she is always open to new experiences and the views of others.
The Teacher Book Club experienced a successful first year where reading, writing, and conversation were connected, resulting in an effective professional development opportunity for teachers in literacy. A summer reading list was shared at the final meeting in June. Teachers could select a book from the list or independently choose a book that appealed to them, and were encouraged to return to share their book experience in September. Nine teachers sustained their commitment to the book club through the school year. The group valued the professional discussion and dialogue and enthusiastically shared new ideas and perspectives in improving student learning.
I have found it very beneficial to have a membership in the Consultants'/Coordinators' Association of Primary Educators (CAPE). This organization exists to support the teachers of primary children. Educators with system responsibility for junior kindergarten to grade 3 are voting members of the association. Other individuals interested in the education of primary children may become associate members. Professional development and Ministry updates and information are provided to teachers, consultants, and coordinators at general meetings.
To demonstrate a commitment to professional growth is to remain open to continuous learning.
Intelligent people are in a continuous learning mode. Their confidence, in combination with their inquisitiveness, allows them to constantly search for new and better ways. People with this habit of mind are always striving for improvement, growing, learning, and modifying and improving themselves. (Costa & Kallick, 2000b, p. 37)
I support a quote from Leo Tolstoy, who states, "The only thing that we can know is that we know nothing and that is the highest flight of human wisdom."
8. Continue to reflect on my practice using the action research cycle: identifying concerns, imagining solutions, implementing solutions, evaluating solutions, and modifying my practice.
I have used action research as an intervention in my personal practice to bring about educational improvement since 1997. Inquiring into my practice has resulted in the formation of my living standards of practice. My living standards of practice will change as a result of life's experiences. Each action research cycle will transform into a new cycle which has the potential to continue indefinitely (McNiff et al., 1997). Action research is the heart of my professional practice that provides me with a life-affirming energy.
9. Contribute to the professional knowledge base of educators by sharing my educational research.
It is my goal to contribute to the professional knowledge base of educators by sharing my educational research both locally and globally. My second action research project, "Attitude is the Key to Success," has been published by Voice: The magazine of the Elementary Teachers' Federation of Ontario, Summer 2001, Vol. 3, No. 4, as well on-line in the Ontario Action Researcher, Vol. 3, Issue 1, (2000). My collaborative action research project with Elaine Hamilton, "Action Research: A Personal Inquiry Into Improving Student Writing," will be published on-line in the fall edition of the Ontario Action Researcher. A third paper entitled "Interweaving voices into my dream keeper of experience: Validating my "living standards of practice" has been submitted to an international magazine for publication. It is presently in the review process.
My action research projects have been shared at the Ontario Educational Research Council (OERC) / Counseil Ontarien de Recherches Pedgogiques (CORP) Conferences in Toronto, Ontario, in December of 1998 and 2000 as well as at the Action Research Conference Act/Reflect/Revise IV in Brantford, Ontario in February 2000.
Sharing my voice will contribute to the professional knowledge base of teacher consultants and research-based professionalism.
10. Use creative compliance and professional judgement to solve problems and create Win/Win situations.
Win/Win is a frame of mind and heart that constantly seeks mutual benefit in all human interactions. Win/Win means that agreements or solutions are mutually beneficial, mutually satisfying. With a Win/Win solution, all parties feel good about the decision and feel committed to the action plan. (S. Covey, 1990, p. 207)
I was very frustrated on Monday at a meeting to determine the "roll out" plan for a workshop to key teachers who will be providing in-service to their colleagues on the early release day. At a prior meeting, it was decided that the Grand Erie District School Board Literacy Profile (the four components we are focussing on this year include read aloud, independent reading, modelled writing, and independent writing) would be cut up into puzzle pieces where the teachers would physically manipulate the pieces according to the specific component from emergent to proficient along the developmental continuum. A new member joined our team today and commented that she thought that this activity had no value and was a "time waster." Our committee chair agreed and went around the table asking each group member for their input. Each group member now agreed that the activity was a waste of time.
Last, and finally, my opinion was requested. I disagreed that the activity was a waste of time and reminded the group of the importance of addressing the multiple intelligences of the adult learners. Without this activity, which was both interpersonal and addressed the bodily-kinesthetic learners, the workshop would meet the needs of only the visual learners. I stressed the importance of providing varied strategies during a workshop from whole group to small group and paired activities.
The team listened, and the new member agreed that she was looking at the workshop as a visual learner, which was her strength, and that the kinesthetic learners would benefit from this activity. I suggested that if time was a concern then each group could assemble only one component of the profile. The committee unanimously agreed that this was a Win/Win solution (S. Covey, 1990).(H. Knill-Griesser, reflective journal, January 22, 2001)
Creative compliance and professional judgement were used to clarify the requests of the Senate Research Ethics Board. Evidence of confidentiality and protection of the rights of the individuals participating in the research study were addressed to clarify the research proposal. The proposal was approved by the Senate Research Ethics Board, and the action research study was allowed to proceed. A Win/Win solution was created for the participants in the study, The Senate Research Ethics Board, and my research study.
How can I improve the quality of my influence in my exploration of my living and developmental values in my professional practice?
Comments written by teachers, administrators, program coordinators, and superintendents for a 7 Habits 360◦ Profile™ collated by Franklin Covey Canada, Ltd. (2001) describing the most important things I could improve on to increase my overall effectiveness included:
Maintain balance in personal/professional/academic life.
Needs to remember to say "no."
Articulate values as role model.
Increase self-confidence.
Recognize influence on others.
Withdrawal is a leadership quality that is one of my weaknesses. My grandmother used to quote the poet Edna St. Vincent Millay and encourage me "not to burn the candle at both ends." My peers have commented to me that it is important to listen to my physical and spiritual dimensions and withdraw occasionally from the pressures of life. I need to "sharpen the saw" (S. Covey, 1990) and closely address renewal of my physical and spiritual nature in the form of meditation. I recognize the importance of having an unused reserve of energy to cope when an emergency situation arises.
A colleague offered advice when preparing for workshop presentations. He stressed the importance of meditative time before the workshop in order to build up your reserve of energy to cope with the demands of the presentation process. Greenleaf states,
"Meditative time is important, time when the intellectual sound track is clear and the visual screen is blank. Then sensory perception is sharp and the image of the self is paramount" (cited in Frick & Spears, 1996, p. 77).
My physical renewal program involves maintaining a balance in nutrition and stress management. A 40-minute walk, on a consistent basis, will renew my physical and meditation needs. I renew my spiritual dimension by attending church and practising my faith. I need to create a balance between my educational studies, family life, and career.
Articulating my values as a role model will encourage and support others to take a critical look at their own teaching practices to find solutions to educational issues to improve student learning. My standards of practice emerge as I live my life according to my values and will change as my life experience journey evolves. Articulating my standards of practice helps to increase my self-confidence. Action research and my living standards of practice help to sustain "my life-affirming energy in my educative relationships"; (Whitehead, 2001, p. 9).
I can improve the quality of my influence in my exploration of my living and developmental values in my professional practice by expanding my knowledge of focussing on interpretations of photographs and video images. The study of nonverbal communication in my educative relationships will focus on the embodied values in my relationships (Whitehead, 2001).
Requesting feedback from teachers, administrators, parents, students, coordinators, and supervisory officers on a consistent basis will improve the quality of my influence as I support teachers to improve student learning. After each workshop presentation that I facilitate, I ask the participants to complete a reflections/response form. I request voluntary input on the following statements:
Ideas I found interesting.
A concern or question(s) I still have.
How will this workshop help you to improve student learning in your classroom/school?
"Ideas I found interesting" helps me to determine if I need to pursue delivery of additional workshops on the topic presented. Responses to "A concern or question(s) I still have" form the basis of planning for future workshops. Questions will also be answered in curriculum newsletters that are distributed to teachers across The Grand Erie District School Board. "How will this workshop help you to improve student learning in your classroom/school?" is the most important question. The purpose of my role in education is to support teachers to improve student learning. If my workshops are not supporting student learning in the classroom, then I need to modify, revise, or change the focus of my presentations.
Completing a yearly growth plan focussing on specific expectations, a plan for action, indicators of success, and time lines helps me to be proactive in improving the quality of my influence. Planning with the end in mind (S. Covey, 1990) will assist me in responding to the needs of schools efficiently and effectively to support teachers to improve student learning. At the end of each month, I complete a report listing a summary of the major activities in my practice. This report helps me to analyze the schools that I have not contacted in order to plan for making connections the following month.
In order to recognize my influence on others, I need to find a moment each week to work with children in the classroom. The role of teacher consultant can be consumed with committee meetings, workshop presentations, and system responsibilities. My goal is to "adopt a class" that I can visit each week, strengthening my grass roots level of leadership, supporting my living standard that represents learning with and from teachers and students as a network of community of learners. It is my goal to have an influence on shaping the lives of our present and future citizens.
Native peoples teach that the ultimate norm for morality is the impact our choices have on persons living seven generations from now. If the results appear good for them, then our choices are moral ones; if not, they are immoral. (Costa & Kallick, 2000b, p. iii)
How can I as a teacher consultant support teachers to improve student learning and improve the quality of my influence through an exploration of my living and developmental values in my professional practice? Listening to and learning with and from the hearts and minds of others will validate my "living standards of practice" and help me to improve the quality of my influence as I support teachers to improve student learning. My action research question is not ending. It is only just beginning....
