Some of the most innovative work in teaching and learning evolves out of needing a creative solution around a problem. For Lower School Head, Sue Szczepkowski and Math coordinator Susan Sarshik, the concept of professional think tanks (Professional learning communities or PLCs) evolved when their math curriculum resources were taken out of publicaiton. Prior to the adoption of new curriculum resources, faculty gathered to test, pilot, and evaluate a range of new products and applications. Szczepkowski reports, "We were at a cross-road of
having to decide whether to adopt the piloted curriculum
(Envision) as a new framework, which was aligned with Common Core Standards that had both a
teacher and digital component, or to look altogether at something
different. Susan Sarshik and I both had experiences with other programs
and were confident that the Envision program
would indeed meet our program goals for having a solid framework that we
would continue to supplement with creative and diverse approaches.
That being said, we believed it was critical for faculty to have a
chance to look closely at the common core our current curriculum
and the Envision framework and resources, and generate recommendations
for how we would move forward." Sarshik used essential questions around teaching and learning in her facilitation of the think tank. From there the conversations grew with members sharing practices, ideas and recommendations. Szczepkowski continues, "It was a start in how we could be thinking about professional development as an integrated part of the day, as well as to how we could take "problems" related to curriculum development and turn them into opportunities for questions, deliberation and action."
Today there are a wide variety PLC think tanks in the lower school. When asked how the idea of think tanks came to be applied to education, Szczepkowski notes, "From my time learning alongside some amazing thinkers at the Teachers College Reading and Writing Project, I learned about the potential of "think tanks" to engage teachers in learning through invitation, asking questions, sharing ideas, and trying new practices. There needs to be connection between the shaping process and the teaching process. I believe both for students and teachers, the power of invitation, choice, and authentic conversations leads to engagement, innovation and an "I want to" kind of culture. I support a culture where it is highly valued to ask questions about what we are doing, explore new ideas, gather with others to talk and try, and to generate new opportunities. I think it builds capacity, strength, trust and direction for an organization."
Today there are a wide variety PLC think tanks in the lower school. When asked how the idea of think tanks came to be applied to education, Szczepkowski notes, "From my time learning alongside some amazing thinkers at the Teachers College Reading and Writing Project, I learned about the potential of "think tanks" to engage teachers in learning through invitation, asking questions, sharing ideas, and trying new practices. There needs to be connection between the shaping process and the teaching process. I believe both for students and teachers, the power of invitation, choice, and authentic conversations leads to engagement, innovation and an "I want to" kind of culture. I support a culture where it is highly valued to ask questions about what we are doing, explore new ideas, gather with others to talk and try, and to generate new opportunities. I think it builds capacity, strength, trust and direction for an organization."
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