Running head: FROM ISOLATION TO COLLABORATION 1

From Isolation to Collaboration

Samuel Pea
Pepperdine University
July 12, 2014









FROM ISOLATION 2
City Charter Middle School (City School) is a public charter school located in
West Los Angeles. City School first opened its doors in 2012 and served 180 students in
grades six and seven. By the end of City Schools first year of enrollment a new location
was needed to meet the needs of a growing student population. City School is currently
leasing a building on the corner of Pico and Barrington, but hopes to acquire a permanent
location in the near future.
Currently, City Schools staff consists of: one principal, twenty-two full time
teachers, two part time teachers, two full-time clerical staff, and two paraprofessionals.
City School is also made up of many parents that volunteer and support faculty members
in a variety of ways such as: teaching a major or elective course, tutoring small groups of
students, making copies for clerical staff and teachers, answering phone calls, and
assisting teachers in ordering supplies that is needed for the classroom.
Currently, there are 315 students enrolled at City School. The student enrollment
consists of: 115 sixth graders, 115 seventh graders, and 85 eighth graders. City School is
diverse with a population that includes about 35% Caucasian, 26% Hispanic, 21%
African American, 10% Asian and 8% multiracial.
City School offers small class sizes for both teachers and students. Although
classes are smaller, many teachers have a minimum of four preps to teach which can be
challenging and difficult. In the Language Arts and Math classes students are tracked
according to their ability. All students are tested and either placed in a low, average, or
advanced class.
It is important to note that City School is a constructivist-based school.
Classrooms are designed to be student-centered where students construct and create
FROM ISOLATION 3
meaning and knowledge. Students collaborate with one another through various
problem-based activities.
I first identified a need for my leadership project through a survey. I wanted to
know exactly what areas City School needed to improve upon. Surveys were given to
teachers in October during a staff meeting and many teachers expressed specific areas of
need.
First, the need for effective professional development was desperately needed at
City School. Teachers shared that professional development was not purposeful and
intentional. Professional development was not focused on teacher and student needs.
Second, teachers were not given opportunities to observe one another. Peer teacher
observations were not practiced at City School. Teachers worked in isolation from one
another and did not observe each other.
My educational vision is that, Education is meant to equip students with the
proper tools necessary to obtain and interpret information. Education is never meant to
be limited to the school setting, but to extend beyond school walls and for a lifetime by
instilling an ability and desire to learn and grow. In order for students to be equipped
with the proper tools necessary to obtain and interpret information, teachers must receive
effective professional development. Through effective professional development
teachers can apply best teaching practices into their own classrooms, which will
ultimately effect student performance. Students at City School will not be successful
unless teachers at City School are receiving effective professional development that can
be used in classrooms.
The inquiry question to my project was, What impact does differentiated
FROM ISOLATION 4
professional development have on teacher confidence? I wanted to know how
confidence level of teachers plays an important role in teacher performance. Confidence
level among teachers at City School varied and it was important to explore the idea of
professional development and how that can improve teacher confidence.
The research that was used for this leadership project came from various sources.
One reliable source was using Pepperdines online database (ERIC). This database
offered several research articles on how effective professional development and peer
teacher observations are beneficial for both teachers and students. Also, coursework that
was given through the ELA program was beneficial in reinforcing the benefit of effective
professional development.
In December the first workshop was given at City School. This workshop was on
constructivism and how teachers can develop lessons that are constructivist based. Many
teachers had expressed their lack of knowledge on what a constructivist lesson should
look like. Also, many teachers were inexperienced and had not taught at a school that
had a constructivist philosophy in education. This workshop was delivered during one of
our staff meetings by Jeff, a member of my leadership team. Jeff is one of the founding
teachers at City School and has many years of experience in constructivism. Through
this workshop Jeff was able to discuss constructivism with teachers and share the
significance of this philosophy to City School
The second workshop was delivered in January. This workshop discussed the
importance of home/school communication between teachers to parents and students.
Teachers were given surveys and asked how often they communicate with parents and
students and teacher responses varied. Some responded that they communicate daily,
FROM ISOLATION 5
while others expressed that they communicate weekly, monthly, or as necessary.
City School teachers also expressed the various methods used to communicate
with parents and students. Through this workshop teachers shared their methods of
communication whether by email, phone calls, or notes that were sent home. Teachers
were able to discuss methods that they found to be effective with a colleague.
After teachers participated in both workshops, opportunities were given for
teachers to observe one another. The first round of teacher observations began in
February and the second round followed in March. There were only a few teachers that
refused to participate in observing or being observed. Most teachers were excited about
the opportunity to observe another teacher.
In order to assess teacher confidence, my participatory action research (PAR)
team scheduled teacher observations. We gave teachers opportunities to observe one
another. Teachers were provided coverage from their classes in order to observe their
colleagues.
My PAR team gave both observed teachers and teachers that were observing
questionnaires and asked what their confidence level was on a scale from 1-5, 1 being
low and 5 being high. According to the questionnaires that teachers filled out, observed
teachers confidence level decreased slightly. Before the observation observed teachers
rated themselves a 4.3 and after observing their confidence level was a 4.1. Teachers that
observed may have felt intimidated or insecure after observing which may have led to
their slight decrease in confidence level.
Although confidence level in teachers slightly decreased for teachers that were
observing, confidence level of teachers that were observed increased from 4 to 4.5. The
FROM ISOLATION 6
increase may be a result of teachers receiving positive feedback from their peers. Also,
each teacher that was observed expressed that they enjoyed having a peer come into their
classroom to observe and provide feedback.
The results of this leadership project were positive. Teachers and administration
expressed that they learned from one another. Peer observations were welcomed and
encouraged and challenged many teachers to improve in their pedagogy.
The results of the project were measured through informal interviews I had with
teachers, through data that was collected before and after observations, and through a
formal interview that was given to Brett, a 7
th
grade English teacher.
Brett shared that through the observation she was able to implement a teaching
strategy that she observed into her own classroom. She shared that students were
receptive to being given a certain time limit to complete different tasks. She believes that
using a time limit will benefit students and keep them on task, which will ultimately
improve student achievement.
After this project was completed, I was asked to continue it for the next school
year. My principal saw the benefit of peer observations and wants me to establish a
culture of peer teacher observations at City School. In order to sustain this practice of
peer teacher observations, teachers will be required to observe other colleagues within
their department at least twice a year.
Personally, this leadership project challenged my confidence level as both a
teacher and a leader. As a teacher I learned and gained more confidence in developing
constructivist-based lessons. I lacked confidence in the ability to deliver constructivist-
based lessons.
FROM ISOLATION 7
As a leader I learned that relationship building is necessary in order for teachers to
buy-in to the project. This was an important lesson that taught me how important it is to
develop strong positive relationships with colleagues. Through strong relationships I was
able to gain support from teachers. I learned that without a good relationship it is
difficult to create any unity and collaboration among colleagues.
Another lesson I learned was to be willing to take risks and be open to failure. I
was hesitant to deliver workshops to teachers because this was my first year at City
School. I did not know how they would feel receiving direction from a teacher that had
just come to this school. This made me feel very uncomfortable, but I knew that I would
have to risk exposing myself in order to grow as a leader.
Also, through experiencing setbacks I have learned to be more resilient. Initially,
I received resistance from administration during a staff meeting about having teachers
engage in peer observations. After my principal saw the benefits of having teachers
observe one another she thanked me and provided encouragement and support for this
project. This project taught me that it is through setbacks and adversity that you truly
learn and grow as an individual.