As per course,
"Watch:
Ken Leithwood: Principal as Co-Learner and Enabler
https://vimeo.com/88174131
Michael Fullan: Leader as Learner
https://vimeo.com/118495104
Through the Eye of the Learner
https://vimeo.com/91624205
Co-learners are learners who understand the importance of working together to better the overall learning experience for teachers, students and administrators. Educators must collaborate with peers, and discuss what makes a successful teacher, and how to implement instructional strategies that will enable all students to be successful. Teachers must take an honest and reflective look at their teaching strategies, and monitor the effectiveness of their current teaching styles. Teachers must be willing to make changes, and work together to find new ways to deliver material so that they may reach every student in the classroom. As teachers work together to discuss different techniques and strategies, they must be open to honest and descriptive feedback from their peers, and use this feedback to improve their teaching, and the overall learning for all students.
When an administrator is willing to be vulnerable and learn alongside their staff it demonstrates a sense of we're in this together. In addition, when the administrator learns with their staff it models the importance of learning together which is a valued activity whereby leaders can "...build social capital within their teams. They model lifelong learning, personal persistence and resilience." (Michael Fullan). When the administrators are engaged in the learning she/he gets better because of the learning and becomes an even more effective leader. Furthermore, when administrators are engaged in learning to recognize certain aspects of teaching (e.g., what it looks like to effectively teach math) they can then provide enabling conditions such as providing time for professional development and bringing in experts. Such conditions can work to strengthen the overall capabilities of the teaching staff.
Post:
What does a co-learner mean? Explain a co learner in the classroom and as an administrator.
Review and comment on two other postings by your colleagues."
As per discussion,
"Keith Leithwood (2014) describes how Principals are not to necessarily be critical of their learners, but be an observer and a learner. Leithwood's idea of recognizing that they do not know what happens in every single classroom in regards to content, but is important as someone who can recruit other teachers and find examples that can be brought to a PLC where it is used to help build a model of what achievement will look like. The analogy of learning through inquiry as a leader is important because of the fact that each principal is coming from an area of their own background, for the principal to walk into a classroom and provide feedback or context to feedback is difficult if their understanding of the content hinders what the understanding of the teacher's in class effectiveness.
Fullan (2015) echoes a lot of Leithwood's ideas where the leader as a learner is effective in organizing a staff/team that trying to achieve student achievement/success. Fullan offers insights into theoretical management practices and although it is helpful it is certainly presented more on the management side of the discussion with more of a focus on why it is effective rather than the "how" to make sure it is effective. In order for what Fullan says to work, there needs to be a pool of individuals who want/can move into the school community to participate in a way that allows for the production of this growth. Fullan's ideas take time for a Principal or leader to develop and foster, first within their school and then within their board.
After watching Through the Eyes of the Learner: From Student Work to Teacher Practice (2014), two schools have developed a PLC in which the teachers are setting goals to develop and strengthen their roles as teachers in this subject specific area which will foster success as students transition to each coming grade thereafter their own. This video is the most important because it explains the "how" of making a PLC effective not only as a leader in a department or school but as an individual teacher building rapport, development and grit in their own teaching/teacher as a learner challenges.
As an in class observer from within the PLC, or maybe even department in particular, the co-learner is one who is developing their own abilities through observation and discussion based on learned material. As a leader of the PLC or school itself, a co-learner is one that does as previously mentioned but facilitates the manner of which this learning is used thereafter as well. This is a good point for leaders to incorporate success stories among the staff to share something positive about their team and faculty members. After consideration of comfort levels and rapport, it is important to understand that leaders (whether they are department heads, or principals), do need to practice sensitivity in regards to their feedback. Sensitivity to the reception and dealing of feedback can strengthen as well as hinder a team or teacher's confidence if not developed in a healthy manner in the beginning stages."
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