Conditions for Success: Power2Teach
Power2Teach was designed to involve the full faculty (not just those teaching Power2Learn) in monthly, 90-minute Essential Conversations. Teachers discuss issues such as collegiality and student effort, examine relevant school data, and learn instructional tools.
In the feedback on Power2Teach, some schools have said they want the program to be more closely correlated with the student Power2Learn curriculum, to give them the skills they need to teach that program well. (An online Power2Learn support program is being designed to do that.) Finding time for Power2Teach has also been an issue. Both the benefits and challenges of Power2Teach are reflected in one principal’s comments:
To strengthen the connection between Power2Teach and Power2Learn, we post the weekly student Power2Learn lesson right above the copy machine for all faculty to see. At the beginning of each Power2Teach session, we also present an abridged Power2Learn lesson and video clip so the faculty can experience what the students are experiencing. This is powerful-our teachers say they really appreciate it.
She concluded: “Our biggest challenge has been keeping Power2Teach a priority when faculty time is so limited for discussing curriculum matters, scheduling issues, and needs of our students and parents that arise throughout the year. Despite this, Power2Teach has helped us implement our core values and improve our school culture.”
In response to school feedback about time constraints, Power2Teach has been redesigned as Power2Teach Toolkits, independent professional development modules from which schools can choose according to their needs and available time.
From the forthcoming Winter/Spring 2010 issue of Excellence & Ethics (to be published 3/10/10).
