Putting Students First - The Power of Vertical Conversations

“If your actions inspire others to dream more, learn more, do more and become more, then you are a leader.” - John Quincy Adams 

Teacher leadership can take many different forms. At Kate Mitchell, all teachers are joining together to become leaders for each other and for their students as they work to strengthen their PLCs through vertical conversations.

 

Four years ago, the spirit of PLCs and collaboration began to invade the hallways at Mitchell. Since then, teachers have aligned their understanding of the Common Core within grade level teams. Over the past four years, teachers have taken professional days with coaches, collaborated over the summer, and reflected as PLCs to refine their understanding of the rigor of the essential standards they are teaching.

With clear horizontal articulation of essential standards and assessments in each PLC, this year Mitchell teachers began to have vertical conversations. Using a format similar to one that was found on Steve Barkley's Blog, Kate Mitchell staff began processing, sharing and reflecting in groups with grade levels above and below. Conversations were guided by essential questions. Teachers shared grade level essential standards and examples of an assessments.  Deep thinking across grade levels ensued as they negotiated, found similarities, and extended their thinking on their practices as a result of sharing and reflection.

As a result of these conversations, teachers came to powerful realizations. Some teachers recognized the great work their peers are doing. “Shout out to second grade about all the differentiation they are providing for their kids,” said third grade teacher Amanda Kabrick. Second grade teacher Marie Shipley added, “I didn’t know third grade was using power points as a part of their lesson, and I want to try that.”

In addition to this recognition, the direction of future conversations also became clear. Fifth grade teacher Elaina Soulek wants “to continue meeting so we can look at rubrics and the standards to continue building off of the fourth grade skills.” Aligning work to other grade levels allows teachers to better understand the rigor of the standards at their own grade levels.

Another teacher, first grade teacher Heather Spalding, also realized the value in working vertically: “The fact that kindergarten is using the term ten frames is making the world of difference this year.”

Charlyn Mason, a kindergarten teacher, also sees value in continuing to meet. She reflected: “Both times we have met, I have walked away thinking of the importance of using the same language. That’s the next step we need to go schoolwide.”

The passion each of these teachers demonstrated throughout these vertical conversations inspired colleagues to learn more, to do more, and to become more so that all students can be successful. The leadership these teachers demonstrated during these conversations is a springboard for the future. As the year progresses, these conversations will continue. So will the spirit of collaboration, cooperation, and leadership that reminds us that all kids are our kids.