As I walked from room to room and listened a little to each presentation, I could feel a smile cross my face. I heard teachers discussing how they connect with families to share the story of their children's learning experiences on a regular basis. Teachers talked about using Seesaw for student portfolios, twitter to share images of engaged students, ideas the class was exploring, and learning targets. In classrooms there were discussions about how learning was differentiated, the idea that some children are working on different skills, explorations of growth mindset, conversations around guided math and reading, and use of a blend of digital and traditional materials to engage students in the learning. Many of these ideas have been the focus of our professional work during the past few years. As I smiled, I thought about why were these ideas pervasive throughout our buildings.
Capacity building begins with leadership. Early in our journey, our administrative team discussed many different ideas for professional growth. We explored different options and examined them within the strengths of the school. Discussions began four months before considering bringing them to instructional team leaders. Some ideas were embraced, others put off for further consideration, and some turned away. Once the administrative team embraced and owned ideas for potential focus, teacher leaders were engaged. Led by the principal leaders, teachers discussed the early options for professional growth, identifying which ones they felt connected meaningfully for staff. Together principals and teacher leaders designed ways to explore the professional growth. They developed learning opportunities. Identified methods to phase in learning experiences. They worked to share feedback and adjust experiences. In our world of learning about differentiated instruction, instructional strategies, and technology, different teacher and administrator groups developed strands of exploration. They adjusted the growth train to meet the needs of the students and staff, at times going slower and other times going faster based on feedback and observation.
Finally, capacity building means having boots on the ground. Our administrators, instructional coach, and association leadership all collectively owned the changes we were exploring. They modeled the changes through their instructional practices. They encouraged growth in others through small conversations and discussions. They made themselves available to help when people needed it and make sure others are being heard when they are asking for it. Finally, they recognized that growth is a journey that occurs differently for each person. They cultivated support for people to grow at their own rates and identified supports for staff members from both the teacher and administrator ranks when people needed a hand.
Capacity building is about building shared ownership. It begins with exploring ideas together and listening to what people connect with and value. Organizations grow when the time is taken to build investment from the administrative team, teacher leaders, instructional coaches, and classroom staff. At times this means we go slow to go fast. However, by taking time to narrow a district's focus and cultivate that capacity, sooner than you think you may hear that consistent message from classroom to classroom as you wander the halls. It is a celebration of success for all of us.
