An Ethos of Learning

Roland S. Barth shared in his seminal book Learning by Heart (2001), that schools should possess an “ethos hospitable to the promotion of human learning.”  As I have endeavored through massive leadership and learning changes, Barth’s words have become a truism for me.  Whether navigating a curriculum change, supporting different forms of professional learning, or problem-solving a complex issue (or usually all of the aforementioned at the same time), I ask myself, “How is what we are doing promoting an ethos hospitable to learning?”  Inevitably the responses to this question have led the way to culturally transformative levels of learning in our school.  Given that instructional cultures grow best organically and synergistically, (and this has been the case for mine), I would simply add that when change is nurtured with innovation, support and feedback, the rate of growth is exponential, and the direction of growth flows in intended and unintended directions.

In our schoolhouse, we believe:

Every learning opportunity and support;

For every student, faculty, staff member and parent;


Barth eloquently describes what it takes to achieve this vision.  “When we come to believe that our schools should be providing a culture that creates and sustains a community of student and adult learning—that this is the trellis of our profession—then we will organize our schools, classrooms, and learning experiences differently.”  (Barth, R., The Culture Builder, Educational Leadership, May 2002.)

Organizing learning differently has been both an exciting and daunting challenge.  In the era of sweeping reform, striving to make this vision come to life uniquely within a school requires the science and artistry of students, faculty, staff and parents alike, who must continually partner as an interdependent team.  This type of work demands mutual support, collective expertise and shared accountability. (For example: How does being affixed to one curriculum benefit students? Am I ready to share my student’s formative data with my teaching peers?) It also demands adaptive thinking, rather than technical solutions. (For example:  How does this master schedule promote flexible forms of learning?) In our school’s journey, confronting shared questions have proven weighty, but worthy.  While many might say strong academic achievement has been the most visible and predictable success in our trellis climb, we believe our substantive growth has mainly emanated from our collective drive for seamless collaboration and embedded forms of professional learning.  In fact, I would characterize our school as relentless about setting the conditions for academic and social-emotional success.  Our sustained urgency on learning, along with our mexican viagra discount viagra instructional and cultural momentum has fundamentally redesigned the way we teach and learn.   What were once individually celebrated features of our school’s educational excellence, viagra online canada pharmacy are now deliberately viagra online uk interconnected and vital components of our cultural instructional identity.  In essence, we teach and learn within a coherent system of meaningful moving parts.


Professional Learning Communities

Our teams practice the data cycle (Reeves, D.) within the professional learning community model (DuFour, R.).  In addition to three dedicated common planning times for each team each week, our teachers also collaborate in numerous informal, horizontal and vertical ways throughout each school day.  We reflect, design, instruct, assess and monitor as teams.  No one teaches or works in isolation.  We strive to meet and exceed commonly established goals, and our data is transparent and accessible at all times.


Response to Intervention Methods

Our faculty has studied Response to Intervention (RtI) through the work of Mike Mattos.  Our Superintendent’s leadership has also helped us fully commit to giving students what they need, when they need it. We employ universal screening, core district curriculum, and progress monitoring procedures. Customized interventions and supports are architected into personal learning plans, which are designed and delivered by our expert teachers.  These academic and social-emotional learning plans are monitored and refined by data teams in instructional cycles throughout the year.


Professional Learning

Our district is deeply committed to embedded forms of professional learning.   At the elementary level, we employ the workshop model of instruction, chiefly studying the work of Teachers’ College Reading and Writing Project.  We benefit from three literacy specialists and one mathematics specialist on our staff, who actively coach each of our teachers and teams.  Our school employs a literacy and mathematics laboratory model (conducting peer observations with a coach, engaging in lesson voice overs, leading parts of a lesson, and dissecting model lessons), shared classroom walkthroughs, opportunities to look at student work, and the unconference model. Each of these forms of adult learning expands our craft knowledge and grows our shared expertise.


Leadership For All

Our school rests upon our extraordinary teachers and staff, each of whom is a leader in his/her own right.  Teachers are trusted to make important decisions about learning.  While we have formal teams such as a school leadership team, a child study team and a positive behavior support team, our teachers actively lead the wealth of the instructional design, intervention plans, and assessment work. Teachers also design and lead professional learning opportunities that seed the school with innovation; modeling their own risk-taking and inspiring adaptive thinking among staff.



 As Barth has eloquently pointed out in Learning By Heart (2001):

“It has been said that running a school is about putting first things first; leadership is determining what are the first things; and management is about putting them first.  I would like to suggest that the ‘first thing’, the most important feature of the job description for each of us as educators, is to discover and provide the considerations under which people’s learning curves go off the chart.  Sometimes it’s other people’s learning curves; those of students, teachers, parents, administrators.  But at all times it is our own learning curve.” (Barth, R. Learning By Heart, 2001, p. 11).

I would be remiss if I did not comment on my own learning curve amidst this type of learning environment, where change is the norm, and as Barth points out, “learning curves go off the chart.”  My experience is that one cannot be immersed in this type of work – day in and day out – without realizing the profound personal and professional effect it has on your own practice.  The way I think, the way I listen, the way I reflect, the way I contribute and the way I solve has everything to do with what I have learned from my colleagues.  Their work teaches me everyday.  Courageously, they have helped me reach upward and outward for a truly ambitious vision, and equally have the support to lean into what can be possible for every learner.  Barth reminds me time and time again, that the ethos of learning is within and among us every single day.  Even in the face of tremendous change, it is our calling to climb the professional trellis uniquely and continually, in order to benefit every student and adult in the schoolhouse, including ourselves.


Sandra A. Trach, Principal




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One Comment

  1. […] Roland S. Barth shared in his seminal book Learning by Heart (2001), that schools should possess an “ethos hospitable to the promotion of human learning.” He also states, "When we come to believe that our schools should be providing a culture that creates and sustains a community of student and adult learning—that this is the trellis of our profession—then we will organize our schools, classrooms, and learning experiences differently.”  […]

    November 4, 2013

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