5-Promoting+the+Success+of+Every+Learner

Promoting the Success of Every Learner

It is the responsibility of each teacher, specialist, paraprofessional, and administrator to ensure the success of every student. Although this plan may look a little different depending on which of these titles you hold, the end result should be the same, success for every student! Robbins and Alvy state, “Success of all students is one idea that can be supported without question. Success for all does not mean that every student will reach the same level of success. However, it does mean that each student will be encouraged and provided with the human and material resources to reach his or her potential.” (2004). In preparing and shaping the lives of our youth for success, as Kouzes and Posner state, “Failure is always an option. In real life, when we’re trying to do something we’ve never done before, we virtually never get it right the first time.” (2006). However, Kouzes and Posner also state, “The real reality is that despite the probabilities, professionals believe in the possibilities.” (2006). As educators we need to believe that it is possible for every students to be successful. All students can be given the direction and assistance needed to reach their full potential. In order to accomplish this, we must first make this our vision, or main goal. It is the principal’s responsibility to create a plan to make sure that all teachers buy into this belief. One way to make sure teachers “get on board” is for the principal to let them know that they appreciate all the work they do and the efforts they put forth. Without their planning and preparing and going that extra mile, all students cannot be successful. Kouzes and Posner states, “We all want to know that we’re appreciated, and we want to hear it firsthand. Not expressing appreciation to others is equivalent to making them invisible.” (2006). When teachers are told on a regular basis that the work they do and the help they give their students is not only meaningful, but is vital in shaping the lives of the children they teach, it fosters a desire to make a difference in the lives of others. Kouzes and Posner state, “But we humans really do need encouragement. Encouragement boosts performance, strengthens our resolve, and improves our health.” (2006). Encouragement makes teachers visible and creates a “buy in” attitude! The next step to ensure the success of every student is to create an environment of collaboration so that all teachers are working together toward the same vision. Robbins and Alvy state, “School principals can affect student success by helping teachers be the best they can be.” (2004). This would include ample opportunity for quality professional development where norms of isolation can be transformed into norms of collaboration. Sharing a vision is not enough. Principals must provide opportunities where teachers can share resources, experiences, processes, research, professional readings, expertise and such. Robbins and Alvy state, “When professional colleagues collaborate, the resources and expertise available to serve students are magnified dramatically.” (2004). Spending time with the staff during professional development opportunities is a critical leadership function for the principal. During this collaboration, not only do teachers learn from each other, but also a trust between colleagues is formed. When there is a basic trust and respect for one another, collaboration becomes second nature, and all teachers begin working toward the same, shared vision. Once a vision has been created and ways to carry out this vision has been thought through, the need to assess the processes and outcomes becomes a necessity. Are all the teachers being successful? Are all the students being successful? Teachers’ successes are largely based on whether or not the students are experiencing success. As principals we can measure this through feedback. Kouzes and Posner states, “Setting up a system for getting regular feedback and paying attention to that feedback will help you move the organization forward more effectively.” (2006). This feedback can come in many forms. It can be in the data we collect through daily assignments, grade reports, or standardized tests. We can get feedback on student successes through parent conversations during parent teacher conferences, or surveys sent out to all stakeholders. There are numerous ways to collect proof as to whether or not our vision, or main goal of all students succeeding is being carried out. There is no doubt that adjustments and changes will need to be made. However, as long as everyone believes that all students can be successful in reaching his or her highest potential, the process in reaching this vision will continue to grow and will always be the focal point of your school system.