We know the list of barriers that often affect teachers in many ways not just in not taking risks (i.e., not enough time, too much to cover in the curriculum, assigned tasks that don’t support student learning, parent expectations, etc.). Experience tells me that by talking with individual teachers, finding practices they are confident in using in their classrooms and then asking what they see as interesting in other classrooms or in their professional reading, we as learning specialists (instructional technologists, librarians, learning support, GATE facilitators, curriculum coordinators, etc.) can then help them take small first steps to try new things starting within their area of comfort.

One theme that runs through many of our podcasts about shifting practices and schools is leadership. While learning specialists can make a huge difference in supporting teachers and learning in the classroom, it is our administrators who can really help push the shift by modeling risk taking setting a tone for the school that trying new ideas is expected. By communicating to the larger community through a variety of communication avenues (e.g., blogs, email, Twitter, various presentations tools in parent meetings, etc.), the administrator takes risks with new technology while inviting parents to understand and expect risk taking as part of the school culture. Celebration of teachers and students taking risks should be central to the shift in culture. While much of the focus will be on successful risk taking, we cannot forget to highlight the times when the results didn’t quite work out and learning took place.

If we work with individuals while having the community as a whole assess the nature of our current school culture, we can gather the information needed to create an action plan to build a climate that supports risk taking. While this process might take some time, if we start right away having our learning specialists work with teachers to share their opinions about barriers and needed actions for support while having our administrators lead by example, we can start helping educators take more risks in their teaching.

“What will it be like living in this new country?” “What adventures await me?” “Will I connect with my fellow teachers?” “Are they open to collaboration?” “Will my creativity be allowed to grow here?” “Will we have a strong learning community?”

With human resources staffs working overtime to help new teachers set up their new homes and become familiar with their neighborhoods, it is important that we help with the emotional transition within our schools. The setting up of new teachers in their homes is just half of the transition process.

The second half of the transition is the supporting of new educators to feel accepted, appreciated and validated for what they bring to the learning community. This seems pretty obvious but think about how fast paced the start of school can be and how quickly we often start rolling without taking the time to build community and to reach out to new staff members to get their opinions.

We need to, from day one, ask our new partners in learning to share their backgrounds and to expand upon what they can bring to the collaboration table. What were some of their most successful lessons? What units of study at their previous school really hit a home run for the students? What areas of professional learning are they most excited about?

Then pull up the curriculum map for the coming year and share the first unit of study. What worked from last year? What do you want to improve? Does your new team member(s) have any ideas to help enhance the unit. Reach out and VALIDATE the new teachers. This effort not only helps improve your lessons but it supports the second part of the transition process by helping our new staff members feel valued.

To go a step further for coming years, think about setting up a professional development wiki each spring in your virtual learning environment/classroom management tool where returning staff members and new hires for the coming school year can post what they would like the start of the year professional development to be about and what they could possibly share with the community. Start asking the new folks for their opinions and expertise even before they arrive!

New eyes mean new perspectives offering opportunities to improve our schools. Work to make the most of them.