Every Teacher Is a Leader: Preparedness

I often say, “Being the oldest child in the family, I was born into leadership.” As a kid, I felt it was unfair to have more responsibility than my siblings. This is also the way veteran educators might feel as members of a professional learning community (PLC) or team. Everyone assumes that all the seasoned teachers have all the answers, yet solutions change based on the nuances of each new school year. Although we plan on using strategies and best practices that have worked in the past, veteran teachers, too, begin each school day with their curriculum, a lesson plan, and the hope that their actions contribute to the academic success of their students.

At the start of each year, I begin researching websites for new ways to teach the same objectives. This process usually ensues about three weeks before in-service training days. Additionally, I am actively reviewing any changes to our curriculum and composing an outline of preliminary lessons. While conducting my own planning, I am also making mental notations to share these ideas with my team, especially those that impact student achievement for students. I imagine there are some teachers who plan all summer which is something I would not recommend. Summer is our time to give our entire selves to our families. Summer is our time to recuperate from the thousand and one tasks we complete in one day. Summer is our time to rejuvenate our minds while on vacations or staycations. When I teach summer school, I plan for the next school year in the evenings. So, once summer school ends, I have the satisfaction of knowing that I have a few lessons or at least an outline ready for the fall semester. However, I strongly advise my fellow educators to resist the urge to plan your whole summer away. The stress break is more crucial now than ever before. Just keep in mind that starting the year without some plan of action makes us unprepared to teach our students and unprepared to collaborate with our colleagues.

Consider this. We are asked to plan together for the purpose of sharing ideas, discussing teaching methods and setting student achievement goals. We know that although our teammates teach the same grade level and content, other variables greatly impact how we teach and the duration of teaching different objectives. Some of us will have more students with modifications or accommodations. Some of us teach students that are more advanced or gifted. Some of us will have more students with behavioral issues. Individual planning prior to collaboration with our peers will strengthen our conversations and contributions during team meetings. Even though some teammates might have more experience when it comes to planning with varying distinctions in mind, most relish ideas and suggestions from their colleagues. This is why it is important for every team member to plan before the planning meeting.

I am aware that sometimes the leader of a PLC might not be a veteran teacher. There are many new teachers that are more than capable of facilitating a meeting, and they experience the same frustration: colleagues who are unprepared for collaboration. What helped me in these situations was establishing preparedness as a prerequisite for each meeting. This will be different for all teacher leaders and PLCs. Leads must decide the level of preparedness necessary for the success of their teams and discuss this topic at the first meeting of the school year. Do not forget to share your reasoning. The fact that all of us are busy educators who want our meetings to be as purposeful and expeditious as possible is reasonable and honest.

Ms. Witt

 Preparedness: My top three requirements for each PLC meeting

1.    Be knowledgeable about the curriculum. Teachers should have reviewed the course of study for the nine-weeks or the semester in its entirety.

 2.    Be ready to share your approach and ideas based on your knowledge of the curriculum, state standards, as well as team, school, and district goals.