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Lessons learned: leading collaborative reform.

Article Excerpt
Abstract

This article describes the evolution of the professional cultures of two urban high schools as collaborative reforms are undertaken. Both schools experience remarkable similarities in the challenges faced and the ultimate paths to effective implementation. Characteristics of successful leadership practices are identified, as well as administrative tensions brought on by the changes in the professional leadership culture at the schools.

Introduction

This article describes how the teaching and learning climate in two urban high schools evolved from relative hopelessness to ones of hopefulness, through reforms that foster collaborative relationships among faculty, students and administrators. These dynamic changes were observed by the author who served as an external consultant at each school during the past three to four years. The schools are located in the urban centers of neighboring mid-west cities. Faced with the increasing demands of the national "No Child Left Behind" legislation, each high school has sought to break out of the all-too-well-known pattern of urban school malaise through the implementation federally-funded reform projects designed to create "small learning communities" for teaching and learning. Though the administrators in charge of leading the reform at the schools were not acquainted with each other at the time, the pathways taken and successes achieved share remarkable similarities. This article reports the common experiences shared by the schools as they changed from organizations characterized by isolated professional practice, hierarchical relationships, and authoritarian decision making, into schools where collaborative practice and shared leadership flourish.

Contemporary High School Reforms

Many of the reforms currently advocated for secondary schools--smaller learning communities, small schools, team teaching--are based on a set of theories that propose the organization of teachers (and students) into more intimate and responsive educational environments will "help build more collegial and collaborative communities of practice" (Supovitz, 2002). These organizational structures seek to have teachers work together to address student needs and develop shared responsibility for student learning. Jolly, author of A Facilitator's Guide To Professional Learning Teams, explains that research has found teachers' attitudes and abilities are shaped and reinforced ..." not through traditional models of staff development, but in the contexts in which they work and learn, including the communities formed by their relationships with other professionals" (2005). Trying out new strategies, receiving and giving feedback, and reflecting and planning together with other teachers promotes the development of a professional learning community.

Common Challenges of Urban High Schools

Though the first priority at each school was to create smaller communities for students in order to enhance learning, experience shows that it is necessary to first...

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