Academically Challenging Environment

The teacher creates a student-centered, academic environment in which teaching and learning occur at high levels and students are self-directed learners.

Professionalism and Communication 9. Professionalism

The teacher exhibits a commitment to professional ethics and the school’s mission,

participates in professional growth opportunities to support learning, and contributes to the profession.

10. Communication

The teacher communicates effectively with students, parents or guardians, district and school personnel, and other stakeholders in ways that enhance student learning.

During the focus group, Alexis said that once during her TKES evaluation, the principal asked her how she used MI to differentiate her instruction. “…I was expecting her to say something like, were you able to use the information giving during the last PD? I wanted to let her know that PD was not happening but I did not know how to say it.” Ernestine added, “Until the notion of MI is on the evaluation forms, there will not be much buy in for PD in the area of MI.” Misty chimed in and said, “Without consistent professional development this initiative could possibly fall to the waist side.” In her journal Wendy wrote:

I wish the school took the theory of MI seriously, I guess it sounded good on paper but there has to be more push in the area of professional development to make it work. Quite frankly, this does not seem to be our only initiative because are focusing on too many things we need to be strong in one area before we can take on another.

Tiffany mentioned:

I believe that with the professional development we have already had as well as those to come, I will have a better understanding of the process and how to implement it with fidelity within my classroom. I believe that I will be able to truly cater to the abilities of each of my students and allow them the instruction that is needed to not only meet the standards but exceed them as well.

Teachers are always reflecting on their instructional practice and require feedback from their peers to develop ways to improve (Watson, Miller, Davis, & Carter, 2010). This reflective practice is a primary condition to achieve professional development in the area of instructional practice (Weshah, 2007). In order to make informed and logical decisions on educational matters, then assessing the consequences of those decisions, teachers must engage in reflective

thinking (Taggart & Wilson, 2005). Henrietta expressed that instead of attending PD where lecturing by others outside of the school building is the focus, it may be a good idea if the

teachers who were strong in MI participate in observation sessions among colleagues where they could watch other teachers demonstrate best practices and strategies related to the theory of MI. According to Edmonds & Lee (2002), lecture-style teaching has been looked down upon by teachers, who tend to prefer more active and practical styles of learning. Henrietta continued, “You can feel a little uncomfortable of incorporating something new when you do not have the support necessary to be motived.” She recalled going to a professional development training where the presenters gave out lessons for the participants to analyze in order to give them practice on what they were learning so that they can take the information back to the classroom where the information would be the most useful. Jenny added, “Just like the students, I learn different things in different ways, so if I am always being lectured to or watching videos I am not going to learn anything.” In order to promote educational reflective practice, teachers should know the different modes of reflection hierarchy. The different modes of hierarchy include; technical, contextual, and dialectical (Taggart & Wilson, 2005). Teachers at the technical level have a small amount of information to draw on while focusing on their problems whereas teachers at the contextual level understand the concepts, contexts, and theoretical bases for classroom practices, and are able to defend those practices and explain their relevance as it pertains to academic achievement. Critical reflection is considered the most import because it is the way in which teachers look for and analyze their instructional experiences as well as the effects and outcomes of such experiences on student success.

Support. Price (2012), attests that a positive teacher learning culture equals an improved learning and successful change in schools. Each of the participants commented on a desire for support from administration. They all believe that without support, the process of implementing the theory of MI will not be as successful as it was intended during the planning process with all stakeholders. Tiffany made it known during the focus group that “both administrative support and professional development are lacking in our new initiative.” The participants agreed that their challenge mainly centered on time for planning. Michelle replied, “We need lessons modeled as well as someone to serve as a resource for ideas and content.” Tammy added, “If administration is not able or does not have time to give support then maybe we need to support each other.” Receiving support from each other is more beneficial than when they receive feedback from someone in a position of authority (Topping, 2005). It would be great to have more time to plan with other teachers, and not just teachers on the grade-level but school-wide.” Ernestine commented on how she would like to have more opportunities to plan assignments as a whole group during staff meetings in order to bounce ideas off of one another. Supporting each other is beneficial for teachers as they acquire new skills, knowledge, and values needed for their student’s academic success. Britton and Anderson (2010) expressed that reflection promotes a deeper understanding of the practice of education while challenging some of the ideas teachers have related to instructional practices. Alexis, Jenny, and Tiffany have the least amount of teaching experience and admitted that they struggled to find appropriate materials and activities to use in their instruction or correlated with the theory of MI.