Black teachers: How to recruit them and make them stay
Lessons in higher education: What California can learn
Keeping California public university options open
Superintendents: Well-paid and walking away
The debt to degree connection
College in prison: How earning a degree can lead to a new life
Just when life in post-Covid schools looks the bleakest in California, with growing teacher shortages and political wars disrupting classrooms, innovation and change for students, parents and teachers are emerging.
For example, $4.1 billion in funding for community schools, where health care, tutoring and other social supports converge on campus, offers educators an opportunity to break down the figurative walls between teaching and learning in schools and communities. In doing so, Anaheim Union High School District is jettisoning teach-to-test instruction, and creating opportunities for students to have choice and voice in their learning to ensure every graduate is career- and college-ready.
However, as the figurative walls in schooling come down, and teachers must work more closely with industries, agencies, and postsecondary, the lines between those who teach in schools and those who lead them must blur. Our recent research in Anaheim surfaced how the district has created conditions for teachers to lead without leaving the classroom — fueling interdisciplinary learning, student-led, deeper learning and growing innovations that build on the assets and needs of their local communities.
For example, teachers are the driving force for the innovative use of a unique learning management system, eKadence, and student capstone portfolios that transform how student success is measured and understood by assembling visual evidence of mastery of content knowledge and creative ways of communicating what they learned.
Other teachers have created a hybrid, interdisciplinary summer school curriculum that “blew up the bell schedule” and produced “amazing results” of hundreds of the district’s most high-need students “recovering” hundreds of course credits.
The district’s Sabina Giakoumis, working as part-teacher/part-5C coach (hybrid) role expanded what was once a small school garden into a 2.5-acre farm where students learn about science, develop entrepreneurial skills and address the food desert reality of the school’s immediate neighborhoods and serves as a North Star for what a community school can be. (5C refers to the four widely accepted 21st century learning skills of collaboration, communication, critical thinking, creativity plus compassion & kindness, which was added by the district.) Anaheim Union has supported her to lead, innovate, and coach other teachers. This support comes in the form of release time, tailored around Sabina’s needs and granting her the autonomy to determine how she spends time outside of teaching lessons.
The importance of a few formal classroom-based teacher leaders, the “5C Coaches” in Anaheim cannot be underestimated in accelerating innovation and design. However, they do not serve as traditional instructional coaches; instead, they model the work of teachers as learners, innovators and designers through the support of their peers.
The simple question is what will it take to expand a few teachers’ innovations into a system that empowers other teachers to do the same?
Our research has significant implications for the future of teacher development policies needed to realize the power and potential of community schooling, especially in high schools which have been traditionally organized to teach subjects, not develop the whole adolescent who can lead their own learning. Our recommendations:
As researcher Andy Hargreaves noted of late, “High schools are notorious Leviathans of educational change.” Large. Bureaucratic and hierarchical. One teacher, one classroom teaching single subjects. However, ambitious efforts to transform teaching and learning through community schools will not be realized without transformation of the job of teaching itself. Doing so requires many teachers, not just a few, to work together as teaching must encompass the human, social and professional capital of an entire community.
•••
Barnett Berry is research professor at the University of South Carolina and senior research fellow at the Learning Policy Institute.
Marisa Saunders is associate director for research at the UCLA Center for Community Schooling.
Natalie Fensterstock is a student in social welfare and a graduate student researcher at the UCLA Center for Community Schooling.
Peter Moyi is associate professor and chair in the department of leadership, learning design, and inquiry at the University of South Carolina.
The opinions expressed in this commentary represent those of the authors. EdSource welcomes commentaries representing diverse points of view. If you would like to submit a commentary, please review our guidelines and contact us.
The overreliance on undersupported part-time faculty in the nation’s community colleges dates back to the 1970s during the era of neoliberal reform — the defunding of public education and the beginning of the corporatization of higher education in the United States. Decades of research show that the systemic overreliance on part-time faculty correlates closely with declining rates of student success. Furthermore, when faculty are… read more
Panelists discussed dual admission as a solution for easing the longstanding challenges in California’s transfer system.
A grassroots campaign recalled two members of the Orange Unified School District in an election that cost more than half a million dollars.
Legislation that would remove one of the last tests teachers are required to take to earn a credential in California passed the Senate Education Committee.
Comments (3)
Comments Policy
We welcome your comments. All comments are moderated for civility, relevance and other considerations. Click here for EdSource's Comments Policy.
Dr. Bill Conrad 9 months ago9 months ago
When half the children can’t read and only 1/4 Black students can do grade level math, teachers ought to be focused on teaching academics better. No?
We need less innovation and moe focus on teacher content knowledge, pedagogy, and assessment skills.
It is not as sexy as farms but it is the right work.
Our children deserve teachers who can help them grow academically. Growing carrots can wait!
Replies
Barnett Berry 9 months ago9 months ago
You would be thrilled to learn of how young people of AUHSD are using core content knowledge to solve real world problems and are now prepared for jobs that have not been created. The new economy needs needs students to be agents of their own learning (ask any CEO in a knowledge-based company). Doing so requires innovations from and by teachers — like those in AUHSD.
Al 8 months ago8 months ago
You’re right! How can there be “innovation” if students cannot read, write, and complete basic math operations? The focus should be on preparing students with foundational skills first. I wish that they would take the time to talk to teachers. We are overwhelmed out here with all the things we have to do. It’s no wonder there is a shortage of teachers…teaching has become a job where there has to be innovation, … Read More
You’re right! How can there be “innovation” if students cannot read, write, and complete basic math operations? The focus should be on preparing students with foundational skills first.
I wish that they would take the time to talk to teachers. We are overwhelmed out here with all the things we have to do. It’s no wonder there is a shortage of teachers…teaching has become a job where there has to be innovation, when what most students need are foundational skills!