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Overcoming the Solitude of TeachingWhen faculty talk together about what they do in the classroom, they learn from each other and promote the scholarship of teaching. "Teaching is perhaps the most privatized of all the public professions. Though we teach in front of students, we almost always teach solo, out of collegial sight-behind closed doors." (Parker Palmer, The Courage to Teach) Teaching circles are one way of overcoming the privatization
and the solitude that Richard Palmer notes and Pat Hutchings and Lee Shulman of
the Carnegie Foundation for the Advancement of Teaching describe as
"pedagogical solitude." Teaching can indeed become community property—if
we make it happen! The Teaching Circle A teaching circle typically offers an exploratory and reflective approach to teaching and learning and a willingness to experiment with and assess the impact of various teaching pedagogies. Active learning strategies are one important such pedagogy. The goal of teaching circles may vary from circle to circle, but successful circles clearly state their goals at the outset and focus upon them, the only way to accomplish a goal within no more than one term or academic year. Some examples of goals might include: creating a Web-based lesson, learning to use student portfolios as an active learning assignment, or creating teaching portfolios for promotion. Another goal might be to focus on a multi-section problematic course such as Research Writing. Circles can be either interdisciplinary or discipline-specific, depending on institutional and faculty needs and interests. Some institutions have both types of circles. Circles may also be called "faculty learning communities." But a teaching circle is not simply another committee. Circles are important catalysts for change. The basic premise behind them: All faculty can learn from each other. Circles help obtain formative feedback so that all participants enhance their teaching skills. The Benefits Among the many benefits of teaching circles:
Creating Teaching Circles
During the first phase, it's essential to embed each individual's aspirations into the circle work. This process often tends to be the most difficult of the three steps. Some circles with individuals who have never worked together can take an entire semester to accomplish step one. Alignment around a common issue and identifying a concrete outcome of the circle's work are the keys to success. Step two involves agreeing on a goal and developing a strategy and realistic time frame to achieve it. Circles that identify a process for mutual accountability tend to be more successful than those that have no accountability mechanism. For example, Indiana University of Pennsylvania's teaching circles submit a one- to two-page written report at the end of each semester to the director of the Center for Teaching Excellence as evidence of mutual accountability. These reports are then posted on the Center's Web site www.iup.edu/teachex/. For step three, the circle should plan to have an evaluation session before the end of the academic year, as well as at least one occasion to celebrate its efforts and progress. Creating a learning community of teacher scholars is not easy in our ingrained culture of competitive rugged individualism called academic freedom. But the results are well worth the effort. Many faculty, both newer and senior, are yearning for opportunities for good talk about good teaching. They want rich formative feedback that enhances their teaching in a risk free environment of mutual discovery and support. Over 130 campuses are participating in the Carnegie Teaching Academy's Campus Conversations about the Scholarship of Teaching. Through the Reflective Practice Project, Indiana University of Pennsylvania currently has 115 faculty participating in 11 interdisciplinary and 14 department teaching circles. At Valdosta State University, several interdisciplinary teaching circles form each year, using McKeachie's Teaching Tips. Other teaching circles have formed within departments, in one case to focus discussions related to a new doctoral degree program. Nurturing and Sustaining Teaching
Circles Teaching circles take time out of the lives of busy professionals. But the overall track record of teaching circles would seem to be a good indication that this is time willingly given. Ultimately, one person needs to take overall responsibility for the teaching circle program. Some successful programs are facilitated by a respected member of the faculty who is committed to the improvement of teaching and learning. To be successful, the change toward a teaching circle culture needs to be a grassroots movement initiated by key faculty leaders who are themselves exemplary teachers. Academic leaders such as the provost, deans, and chairs should encourage and invite but not mandate participation. The rewards for participating need not be elaborate or expensive, but they must communicate that a circle's work is valued. Rewards might include a celebration dinner where certificates are presented by the provost or dean to each active participant. Teaching circles can do much to open classroom doors. By talking about good teaching, faculty engage in a continuous process of self reflection, often leading to increased awareness of other ways of doing things and improved practice. And that, in turn, leads to better learning. |
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