They're not your standards

Have you ever found the words 'I know my standards well' or 'I teach the standards of', I know I have and I have heard iterations of those words in every school I've been in. Standards based teaching is a normal best practice, but how do we approach it and how does that make a difference in building a collaborative culture?

In the world of teaching, educators take pride in their craft, nurturing an identity as the subject expert and go-to guru for certain standards, becoming the custodians of knowledge or skills for a specific area. This pride, rooted in a passion for education and a dedication to student growth, is understandable and commendable. However, as we navigate the complexities of modern education, we must reflect on whether this sense of ownership over teaching standards truly serves our students' best interests. I recently had a conversation with a colleague who expressed concern over when they would get the chance to 'cover my standards', my response was 'do you need to cover them, or do the students need to?' Let me expand.

Historically, teachers have been seen as the gatekeepers of educational standards, proudly maintaining what they consider "my standards" or "the standards." While this pride in ownership is natural, it can inadvertently block or limit collaboration and innovation. Research by Burns (1978) and expanded by Bass (1990) on transformational leadership suggests that true leadership in education should inspire change and foster collaboration, not simply uphold traditional roles.

I've seen this in action in my own experience and in countless schools—where the notion of stepping on a colleague's toes can stifle the sharing of ideas and resources across departments, ultimately creating silos. Hargreaves and O’Connor (2018) explore how when educators hold too tightly to their standards, it can prevent the creation of a collaborative, interconnected learning environment. And isn't that what we really want for our students—a network of support rather than isolated islands of expertise?

It’s important to remember that teachers have already achieved mastery over the standards they teach. Shifting the dialogue from teacher-centric to student-focused—referring to "standards the students are covering this [term/quarter/unit]"—can promote a more collaborative atmosphere, focusing on student success. According to Reeves (2009), transforming professional development to include collaborative cultures helps identify which educators can best support each student's unique learning journey, rather than clinging to departmental territories.

True, departments and individuals naturally have their areas of specialization, and these should indeed be leveraged to support students. Yet, as Fullan (2003) highlights, real learning is interconnected and can't be boxed into neat subject areas. By recognizing this intrinsic overlap, we can better prepare students for a world that values interdisciplinary knowledge and skills. Why wouldn't a music teacher and a science teacher get together to explore sound waves? Both could claim expertise of the area, both would add value, and collaborating to co-plan and co-teach the exploration would certainly be more efficient and real-world transferable.

I often wonder how different school meetings might be if we shifted the focus from what teachers plan to teach to what students actually need. What if our conversations were about creating an educational plan based on individual student needs? Imagine the potential transformations if we embraced a student-centered approach to collaboration, a vision supported by DuFour and Eaker (1998), who advocate for professional learning communities that focus relentlessly on student achievement.

Perhaps it’s time we let go of the need to keep these standards as our own, embracing instead a mindset that prioritizes student outcomes. By reorienting our perspective, we can lead transformative change in education that unleashes the potential of both students and educators, fostering a truly collaborative educational experience.

References:

1. Burns, J. M. (1978). Leadership. New York: Harper & Row.
2. Bass, B. M. (1990). From transactional to transformational leadership: Learning to share the vision. Organizational Dynamics, 18(3), 19-31.
3. Hargreaves, A., & O’Connor, M. T. (2018). Collaborative professionalism: When teaching together means learning for all. Corwin Press.
4. Reeves, D. B. (2009). Transforming professional development into student results. ASCD.
5. Fullan, M. (2003). Change forces with a vengeance. Routledge.
6. DuFour, R., & Eaker, R. (1998). Professional learning communities at work: Best practices for enhancing student achievement. Solution Tree.