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Lessons Learned During My Action Research Project

Lessons used in the classroom are the mainstay of a teacher’s trade. Teachers use content standards, the curriculum provided, collected resources, and knowledge of their students to develop lessons that motivate students to learn the material. It is vital for a teacher to be informed about social-emotional learning, child development, and cultural influences. Transliteracy, the ability to communicate using technology, audio-visual platforms, and the burgeoning resources available online to effectively teach using 21st-century skills require an investment in time. Professional development is necessary to keep up with current educational demands. Teachers need to collaborate with their colleagues to be able to achieve a healthy work-life balance. 

I observed many teachers helping one another during the workshops in the E-Learning Lab via the chat feature in Zoom. Questions were asked and answered, advice was offered, and resources were shared. While some used the chat to socialize, and the chat was sometimes viewed as a distraction, others appreciated the support.

The lead teachers, the academic specialists leading the Communities of Practice meetings had set up a resource bank that was available to all teachers in attendance. I noticed that two of the three teachers I studied in the PLC were the most generous in donating lessons to the resource bank in the CoP. I used and adapted many of these lesson resources and found them extremely helpful. Some teachers in the CoP were recognizable as having lessons available on the TeachersPayTeachers website for a price. Teachers who make money using the TeachersPayTeachers website do not have the motivation to share resources for free. 

I would like to see more teachers share resources, and I would like to see some time during the CoP dedicated to sharing tips on how teachers used the resources shared. Having teachers give feedback as to how the lesson that they used impacted their student’s learning outcomes would be a conversation that would help teachers see the value in collaboration. 

During the Professional Learning Community meetings, I noticed that there was a culture of generosity. For example, when there were multiple workshops offered simultaneously, the teachers JIGSAWED the sessions allowing each teacher to bring back what they learned to the PLC. They demonstrated working smarter, not harder. There was so much sharing I often heard apologies from members of the PLC when they could not offer something to the team. This team routinely exceeded the contractual requirements of the PLC. The clock did not rule the meetings, and in fact, the PLC would sometimes meet multiple times during the week to meet their goals. They were self-driven and conscientious. I worried that their drive to help their students succeed could lead to burnout. Teachers like these need to be given recognition and rewards that keep them in the profession. I have wondered why teachers are not offered opportunities to follow a passion project during a sabbatical year, much like Google and Intel provide. These titans of the tech world have realized that employees are re-energized after the sabbatical experience, and this new energy is contagious to their colleagues. 

These are some of the lessons I have learned during my research project.

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