Abeo. Professional Learning Designed for Human Systems.
At Abeo School Change we cultivate and develop the internal capacity of schools and school systems to improve performance in multiple areas. We accomplish this through a strong human-centered focus on organizational culture, the collective efficacy of teachers and leaders, and instructional excellence in the classroom.
Latest on The Abeo Blog
Last month, I facilitated a learning meeting with a middle school staff. We only had an hour to learn and work together so a protocol seemed fitting. As always, I expected to hear a bit of grumbling about the need for a protocol, but participants tend to get over that initial reaction once engaged in the process. However, this time was different. A handful of staff shared in feedback that they felt the use of protocols with adults was inappropriate. In their opinion, the use of protocols treat adults as though they are not professionals, unable to have a meaningful discussion without a process. read more
Meetings. We've all been in one, observed one or led one, and are familiar with the feeling or reaction, "Why are we here?"
As a facilitator, as with any form of communication, it's important to consider purpose and audience and to make that clear. By considering purpose and audience we can be more certain that the time used to bring people together is well spent. Knowing the "why" guides the meeting's facilitation. For participants knowing the "why" guides their thinking and participation in meetings. read more
Why does it seem like some teachers have a tough time making the most out of the time they are given to collaborate with others, while others use the time constructively to sharpen their craft and grow professionally? A recent policy paper from Learning Forward and the National Commission on Teaching and America's Future sheds some light on this question. read more
High on my summer reading list this year was John Hattie's Visible Learning for Teachers, his brilliant work on utilizing research-based best-practices—the elements that actually work in the classroom. In the book, Hattie spends significant time on talk—which makes sense, since teaching is so talk dependent—but what is interesting here is that Hattie makes the very important point that dialogue between teacher and students is a crucial component of teaching and learning - yet is seldom present in classroom exchanges. read more
Greg Satell, one of the go-to thinkers on organizational culture that we follow, has a recent post where he identifies the tension between leading for organizational efficiency and leading for a high-performing, high-trust work culture.
This is especially pertinent for educational institutions, who, as we're often reminded by historians of education, are heirs to the traditions of Scientific Management, Fredrick Winslow Taylor's turn-of-the-20th-Century theories of organizational efficiency. read more
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