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| THE SKILL OR THE WILL |
The conversation around the
achievement gap has been going on for decades, with minimal progress. So, what
is it that inhibits more expeditious progress? I wonder if it is a chicken or the egg argument, where we
substitute skill and will. I’m confident enough to say
that most people get into education because they want to make a difference in
the lives of children. Their will is
high, but as they enter the profession their skills are low. So, what happens to the will for seasoned educators who are working in schools with large
achievement gaps? Do they lose their will?
Do they not have the skills? What if
the lack of skills to work with
diverse populations erodes one’s will?
Professor John Hattie teaches us that
collective teacher efficacy has a profound impact on student achievement. So,
this brings us back to the original question: What will build efficacy? Is it will or skill? The easy
answer is both. Is addressing implicit and explicit bias about will or skill? I have had many conversations with educators who want to
narrow the achievement gap in their schools, but don’t have the skills. These are educators with high will, low skill. I have also had many conversations with educators who say, “These
kids will never get it!” These
educators may have the necessary skills,
but have low will! Presenter and author Ken Williams makes the case that effective collaboration is as key to will and skill as anything else. Effective collaboration around the right questions and the right work serve to increase skills, strengthen will, and improve results for both students AND teachers...we have to focus on both sides of this very important coin. The challenge for districts is creating schools that are filled with educators of high skill and high will. Now….we are right back to the chicken or the egg!I would love to hear your
thoughts in the comments!
Cory what about the teachers who are highly skilled but somewhere along the way become disenfranchised and loose their will? I was a teacher for eleven years before I became an administrator. There are a number of scenarios that sometimes made me feel like maybe teaching was not for me. One would be lack of support. Another would be fickle educators constantly changing curriculum demands from year to year. It seemed like as soon as we got accustomed to using a program, it would change. Finally, for me as a teacher it was always being given the behavior problems, because I could "handle" them. These are things that can send a skilled teacher over the edge. I lived it.
ReplyDeleteKathy,
DeleteThanks for your feedback and comments. I don't disagree. Those things can erode someone's will. This and other factors are what make it difficult for leaders. For teachers that are highly skilled I think we need to explore the root cause for any erosion of will! Many high skilled teachers lose their will when they see the behavior of others that don't match their will go unchecked! Again, another challenge for leaders!!
Hello Colleagues,
ReplyDeleteSupporting teachers and administrators on their journey to create equitable access to learning is the core of our work. There may be barriers to overcome that could lead to lower will and/or lower skill. Collaboratively, we identify those barriers and root causes. We then can work with school personnel to develop reflective practices and evidence-based strategies which open the portals for personal growth and successful student achievement. Thanks Cory for facilitating this meaningful conversation!