Element+1++Respect


 * __Update: 11/08 __**

**__Building a Community of Respect __** Before people can function together, before teachers can work together, before teachers and students can work together productively, there must be an atmosphere of respect. According to Sweetland (2009), children benefit when the adults in a school building work together productively and joyfully. Sweetland (2009) also mentions that too often schools end up being places of isolation, competition among students and teachers, and place unneeded emotional stress on those involved. Rather than being places of nurturing and encouraging, faculty lounges and eating areas become places to complain about fellow teachers, students, administrators, and regulations. Rather than work for continual improvement, many educators fall into the blame game trap.

In an effort to build respect among colleagues at Hickory Ridge, Professional Learning Communities will be implemented. Professional learning communities place teachers in a role of being the solution rather than the problem. Ample time will be provided for Professional Learning Communities to meet and have time for reflection, talking with coworkers, and finding new solutions to some old problems. It takes time to build a community and Sweetland (2009) acknowledges that Professional Learning Communities take a long-term commitment if change is to take place, in fact, it could take three to five years for cultural shift to not just get planted but actually have time to grow and sustain.

Some ways to build respect include; cooperation, leadership, balance, service and responsibility.  Staff members will feel better about themselves when they have a leader they admire and respect. When staff members feel that a leader is concerned about him or her as individuals, they work harder. Working to develop this admiration and respect can be accomplished by creating collaborative activities that bring out the best of everyone. One activity the principal can introduce that will aid in “breaking the ice” is called “Colored Broken Squares.” In this activity participants form small groups of five people and try to put together pieces of puzzles to form a square in front of each participant. Participants proceed according to specific rules which are enforced by the principal and the assistant principal can be appointed as of the observer and the facilitator. After the activity, a debriefing session can build on experiences and feelings of the participants and the comments of the observers to examine the points raised by this activity. Principals can raise the expectations of the school community and help everyone live up to the mission of the school by using this process, reports Hyman (1986). Having a principal who is credible and trustworthy is a major step as well. The principal needs to exercise a high degree of moral leadership to raise the expectations of all staff and internalize the school’s goals and its philosophy. It’s important for the principal to keep the organization toward the vision and mission. It’s the responsibility of the administration to keep everyone focused on the school’s and district’s goals. This can release their creative energies to work in cooperation and harmony to achieve preferred results. The school staff, with the principal’s guidance, should understand the difference between what should and should never change, keeping it consistency with the vision. By having a balanced atmosphere where everyone is being heard through, evaluation and reflection, could bring a balance among the staff. Creating communities that include old teacher, new teachers and administration can be a chance for everyone to speak in an environment that is non-threating and equal.

Hyman, D. T. (1986). //School Administrator's Staff Development Activities Manual:// Paramus, NJ: Prentice-Hall, Inc. Mullen, Carol A., & Hutinger, J. (200s). The Principal’s Role in Fostering Collaborative Learning Communities Through Faculty Study Group Development. //The College of Education and Human Ecology: Theory Into Practice//, //47// 276-285.