Change is a Two-Way Street

Disruptive Innovation in Education and Objectives for change of Highly Qualified Educators

What does it mean to be a productive or highly qualified educator? We are slowly moving away from defined methods of productivity that are often measured with indicators such as the percentage of high school graduates who enroll in college or the scores received on standardized tests student achievement in the classroom is positively correlated to teacher motivation, engagement, and collaboration (Rubinstein, 2016). Although exceptions can be made upon the high and low achieving students, the majority of students miss out on the fun of the journey of learning, making mistakes and falling forward due to teachers lacking in these three characteristics (Rubinstein, 2016). In the United States, the core foundation of classrooms has remained the same for decades except for the addition of computers in the classroom. Students who are able to conform achieve “academic success” and students who struggle do not. 

This style of learning adopted by the public school system does not guarantee that learning is evident nor does it ensure mastery of competency of content. A collaborative approach with a focus on a learner-centered style of teaching is essential. Focusing on the student, emphasizing individual learning styles, and allowing authentic learning to happen are necessary for a learner-centered model. 

This type of authentic learning has been referred to as disruptive innovation in education. Disruptive education is described by Christensen (2011) as a conversion in an intricate market where a major transformation occurs to produce a fitting, attainable, and affordable product (Christensen, 2011). If a disruptive style of teaching was adopted by public schools, teachers would need to learn how to initiate this disruption in the classroom. This would indicate a learning environment that is focused on student-centered and equitable practices in schools to allow for innovation, creativity and perfection within the imperfection. Additionally, educators would rethink how knowledge is delivered to students independently. This same disruptive innovation should be integrated into all schools in order to allow trust and collaboration with each stakeholder from leaders, community members, learners and their families. Coaching of teachers and the product of effective teaching must have a learner-centered objective. 

When considering teaching methods, intrinsic motivation versus extrinsic motivation is important According to Tierney (2016), retention of content stems from students who are intrinsically rather than extrinsically motivated. Furthermore, besides an increase in retention and understanding, creativity and a depth of knowledge increases (Tierney, 2016). Customization of learning styles for each student is a major feature of schools that adopt their curriculum and teaching styles to more intrinsically motivating methods of teaching. This style of teaching connects to Gardener’s theory of multiple intelligences which varies from students with special or interpersonal and possibly logical intelligences, etc. (Carmondy, 2009).

Objectives
How do we measure a highly qualified educator? Disruptive and innovative teachers can be measured through three objectives. The first is through personal motivation, the second is emotional engagement, and the third is collaboration with their peers. I will discuss how important each of these three measures are in teacher-student relationships, and how then to quantify each measurable objective.  

Subsection 1

Teacher motivation can be as simple as responding to parent emails or as complex as willingness to successfully achieve learner-centered experiences in the classroom. When adapting the idea of the achievement goal theory, students and teachers are invested in their education at the core (Ciani, 2008). The achievement goal theory focuses on student-centric learning where students are in charge of their learning based on their interests and the teacher is the facilitator to the student. Once the student has proven competency in their conceptual studies, the student moves on. Seeing this type of success from a student, demands for a teacher who is as motivated to empower the student’s learning. Many school achievement goals look to generate competitive students who produce high test scores and compete at or above their peers. School districts who operate at a student-centric motivational level where the achievement goal theory is adopted, produce competent and self-improved students (Ciani, 2008).

Created by Tschannen-Moran & Woolfolk Hoy (2001), the Teacher’s Sense of Efficacy Scale allows for teachers to self-reflect on their true motivation and efficacy within the scope of teaching. Utilizing a 9-point Likert scale, teachers are asked to evaluate their experiences with students at the granular level.

Subsection 2

Many professional development programs for teachers cover classroom management, instruction, observation, and the general pedagogy of education. However, few programs cover integral teaching skills such as emotional development of students, promoting social skills and expected professionalism among teachers (Buettner, 2016).  The Child Development Associate Credential (CDA) requires educators to learn and possess these integral teaching skills that go beyond the pedagogy of education. There are six skills required to successfully complete a CDA. 

First, teachers are required to show competency in advancing a student’s physical and intellectual competence. Second, teachers must support and provide guidance in the facilitation of a student’s emotional development. Third, a teacher must possess the ability to establish and run a classroom program in response to the needs of each student. Fourth, a teacher must ensure their classroom is a healthy and safe environment for students to learn. Fifth, the teacher must establish and maintain relationships with families of their students. Finally, teachers must exude professionalism in their classroom and within the community (Buettner, 2016). 

Subsection 3  

Teachers work better when they work together as a team (Brown, 2004) and can be the key to successful student learning. Without a willingness to collaborate, teacher emotional engagement and motivation are difficult to achieve. Educational institutions who center upon strong relationship-based collaboration generally see improvement among students (Rubinstein, 2016). Supportive collaborative efforts must be delivered through appropriate guidance of the principal. When the climate, scheduling, and planning is adequately allocated for teachers to collaborate, they thrive and create change (Brown, 2004).  Successful collaboration can be assessed by utilizing 360 reviews among teachers. Successful 360 assessments can be seen in collaborative environments when teachers are not attempting to outshine each other and are truly working toward a positive student-centric experience. Teachers tend to support and positively critique each other in an effort to be better for the greater good, the students (Brown, 2004). 

Injecting these three objectives into active policy requires a national effort by teachers to implement change and encourage trust to deliver a superior, learner-centered experience in education.