Professional Documents
Culture Documents
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Creating
Communities
of Practice
JUD GUITTEAU/THEiSPOT
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ADVICE TO MYSELF AS
A FIRST-YEAR TEACHER
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learned important lessons. The principal can also model this practice;
most principals have a catalogue of
experiences in dealing with students,
parents, or the district administration
that did not work as planned, but from
which they learned some important
lessons. For example, one principal
told about a time when he became
aware that a parent, unhappy about a
particular teacher, had been discussing
her concerns with other parents and
thus undermining the teachers repu-
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creates a terrific opportunity for leadership. The principal might say, Its
important for the school that every
teacher observe a colleague twice (or
some other number of times) during
the school year to gain some insights
into your own teaching. Make arrangements with other teachers, let me
know when youre planning to do it,
and Ill cover your class.
Principals are also ideally situated
to establish the schoolwide structures
that enable teachers to learn from one
another and to develop their collective
wisdom. Many schools have found
ways to institute common planning
time for grade-level teams or departments during the school day. Setting
aside the time is essential, but so is
establishing expectations about what
teachers should accomplish during
such meetings, so that teams dont
squander the time in complaining
about a few students or dissecting the
latest proposal from the district office.
The best use of this time will, naturally, be influenced by current initiatives in the school or the district. But
some options include understanding
new curriculum standards and how
those might be addressed in the
classroom, analyzing student work, or
engaging in lesson study. Such activities are most powerful when they are
led or coordinated by a team leader,
a department chair, or instructional
coach.
Support teacher leadership.
Some of these activities imply different, or expanded, roles for at least
some teachers. The roles of mentor,
instructional coach, department
chair, or team leader require skills
somewhat different from those needed
for teaching students. Providing the
opportunity for training (perhaps with
district support and coordination) so
teacher leaders can acquire the necessary skills is another facet of leadership by the principal.
But establishing productive teams is
not simply a matter of designating one
individual as the leader and assigning
responsibilities; every member of the
team must be able to contribute, and
feel invited to do so. Principals are
the ones in the best position to make
sure team participants get training in
collaboration skills, such as actively
The impossibility of
reaching perfection is in
the nature of creative,
professional work.
listening to colleagues, summarizing
a discussion, acknowledging and
building on others ideas, become proficient at not only problem-solving but
also problem identification, and so on.
Its sometimes important, also, to
arrange for the infusion of expertise
when its needed. Although teachers
can learn much from one another,
they dont necessarily know everything
required for substantive improvement.
For example, they may need training
in the techniques of conducting lesson
study; or they may need to learn
about research-supported literacy,
mathematics, or science instruction.
The principal is in the best position
to identify these needs and provide
expert coaches or professional developers as needed.
Time for a Shift
In our quest to improve teaching, its
time to shift from an emphasis on
high-stakes accountability for indi-
References
Clark, C. M., & Peterson, P. L. (1986).
Teachers thought processes. In M. C.
Wittrock (ed.), Handbook of research on
teaching, 3rd ed. (pp. 255296). New
York: Macmillan.
Pallas, A. (2013, February 19). How
many ineffective teachers are actually
out there? [blog post]. Retrieved from
The Washington Post Answer Sheet
blog at www.washingtonpost.com/
news/answer-sheet/wp/2013/02/19/
how-many-ineffective-teachers-areactually-out-there
Shavelson, R. J., & Stern, P. (1981).
Research on teachers pedagogical
thoughts, judgments, decisions, and
behavior. Review of Educational Research,
51, 455498.
Copyright 2016 Charlotte Danielson
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