To listen closely and reply well is the highest perfection we are able to attain in the art of conversation.
—François de La Rochefoucauld
Albert adjusted his tie for the sixth time. Ties made him uncomfortable. They felt more like a noose than an accessory. He shuffled his notes one last time as he braced himself to stand before his academic colleagues. He preferred the privacy of his research—instead, he was about to present his latest work before his professional peers. This was not the first time he had been asked to speak in front of a large group, but he felt keenly the magnitude of such a gathering of great minds. His most recent ideas and perspectives were gaining steam, and he worried how they might be received. He’d spent the last hour anticipating the challenging questions he’d be asked in the follow-up. In some ways, it would be the hardest part. Albert knew the reaction to this presentation had the potential to shape the future of his life’s work.
Marie’s hands were shaking ever so slightly. She felt excited and nervous at the same time. As the first female professor at the distinguished Sorbonne in France, she had come far. But the need to prove herself never ceased. Even though she had already received the Nobel Prize in Chemistry, she knew her work was about to be subjected to careful attention. This was a special treat, because the best and brightest were gathered to advance the profession. She felt it was both a privilege and a pleasure to rub shoulders with her academic peers. She had enjoyed the other presentations, and now it was her turn.
Ernest sank into his chair while he listened to his colleagues present one genius idea after another. The pressure was off now that his presentation was finished. He was satisfied with how the conference had come along. The intellectual dialogue with other experts in his profession had been engrossing, to the point that Ernest had lost track of time. As one of the more experienced members of the group, he had thoroughly enjoyed their time together, joking with old friends and encouraging the fresh newcomers to the field. He truly felt the insights and concepts generated from this conference would transform his work. He’d even been inspired to make changes in his approach to his research. His professional pursuits were now richer and even more rewarding than before.
These vignettes peek into the lives of three of the most famous scientists of the previous century—Albert Einstein, Marie Curie, and Ernest Rutherford. Each received the Nobel Prize for discoveries related to the atom. Einstein shared his theory of relativity and the famous E = mc2. Curie discovered the elements “polonium” and “radium.” Rutherford developed a concept for quantum mechanics. Their discoveries still impact our world. All three joined their colleagues at the academic conference in Solvay, Belgium, held in 1911. Many of the greatest scientists of the last century sat in the same room, discussing the issues surrounding their personal work and developing their profession of scientific research. The time spent questioning and conferring with other experts in their field stimulated self-discovery and self-directed learning. This academic conference developed interdependence among scientists all over the world. Scientists from completely different areas of research were now challenging each other and creating a collegiality that led to new discoveries.
Innovative Progress
The Solvay Science Academic Conference and subsequent conferences became pivotal points in the success of the science profession. The profession of scientific research experienced unprecedented progress in the last century. The collaboration created through academic conferences energized the field. Scientists no longer worked in isolation. The academic conferences propelled new discoveries and refined various theories as they developed. They definitely made a difference. These professional conferences provided the vehicle that would see dramatic improvements in the science profession over the next century. Because of the collegial conferencing, science and medicine emerged from secluded labs and back rooms into a shared environment where ideas were exchanged openly and innovative insights were given the light of day. The scientist was no longer a one-man show. The field of science had become a learning community of scientists. The discoveries revealed at every academic conference impacted the next few years, which in turn impacted new discoveries. They provided a structure by which a self-perpetuating cycle of discovery continually built upon itself. This practice has continued to shape history for the past hundred years. Scientific research is now one of the most influential professions in the world, affecting the global economy and the way people relate to each other and the world around them.
Creating Academic Focus
Whereas science, medicine, and other professions have conferred at academic conferences to improve their profession, in education we still have a ways to go. Our profession as educators in many ways is at a crossroads. As we strive to generate solutions to our collective challenges, we need to find ways to work together toward a shared vision. Aligning everyone around a shared vision takes both time and understanding. A clear pathway can only be developed as we work together as true professionals and develop a unity of purpose. As instructional leaders, we need to work together to strengthen the foundation of education as a professional field. The overarching vision of our school systems benefits when it focuses on two priorities (Pashler et al., 2007):
- learning for all students
- instructional leadership in every classroom
Our school systems need to operate in ways that support learning and increase our abilities as instructional leaders. When do we take the time to discuss the important priorities of student learning instructional leadership? As we consider these two primary purposes of our schools—student learning and instructional leadership—we recognize them as the important priorities of our schools, yet we rarely seem to take the time to make sure that they are working effectively. It is important that the key individuals in the instructional process (teacher, principal, and district administrator) take the time to discuss student learning and instructional leadership in our schools.
The Missing Piece in Our Schools
Today we have a research base as well as assessment tools in education to make professional decisions. Some conversations happen in the parking lot or on the blacktop, yet professional conversations in education almost never happen between the instructional leaders of the school—teachers and principals. We need an environment where we can sit together and talk pointedly and specifically about our educational vision and the direction we are taking. As professional organizations, our schools need to address the key issues that affect our students, teachers, and administrators. Education is, in many ways, a local and personal practice, and we need to develop solutions that will improve student learning.
Real conversations about instruction among the leaders of our classrooms and schools seem to happen all too infrequently. We need to have continuing, open conversations about the crucial instructional issues that we face in our classrooms and in our schools.
Academic Conferences
Academic conferences provide a systematic and consistent method for each of us to examine our professional practice and personal progress. Whether we call them “academic conferences,” “educational summits,” “data dialogues,” or “instructional conversations,” these conferencing sessions provide a forum for focusing our school conversations firmly on student results. These discussions must be deliberate and intentional; the key is to focus the dialogue on student learning and instructional leadership. Academic conferences are essential to developing our profession. They provide us with the time we need to plan proactively for improvement. They provide the vehicle for exploring research-based strategies, identifying innovative ideas, and incorporating proven practices in our schools. Academic conferences, at their core, are collegial conversations that take place between instructional leaders (teachers with school administrators and school administrators with district administrators) to improve student results.
Figure 1.1. The Academic Conference Model provides roles and relationships, conferral process cycle, and powerful benefits.
In a time when district-wide initiatives such as response to intervention (RTI) are enhancing our profession, we need to carve out time to meet, discuss, and coordinate our efforts toward student progress (Johnson & Karns, 2011). The primary purpose of this time is to confer as colleagues about the academic progress and needs of our students. Academic conferences are the missing piece to our schools achieving consistent results. Addressing academic concerns in student achievement takes a cohesive and coordinated effort. Wellman & Lipton (2001) point out:
When we accept the notion that the way we currently respond to student learning needs produces current results, we come to realize that if we want different results we will have to learn to respond differently. These responses will need to occur at both the instructional and organizational level if we want more students to reach greater and deeper levels of learning.
Let’s talk about two different types of academic conferences within our school organizations.
Two Types of Academic Conferences in Education
We not only need to create horizontal professional community where this can happen between teachers, but we also need to create vertical professional communities between teachers and site administrators, between site administrators and district administrators. A variety of school meetings happen throughout the year, but the vast majority of them have little to do with improving instruction and supporting the work of teachers and students in the classroom. Academic conferences organize and increase instructional leadership among teachers, principals, and district administrators.
Classroom-Teacher Academic Conferences
In education, we say we strongly believe in such things as instructional leadership and collaboration. Yet, we rarely seem to get together as administrative and classroom leaders to discuss the issues that directly affect our classrooms and our students. Classroom-teaching academic conferences are designed for supporting instruction, student learning, and classroom teachers.
Figure 1.2. Classroom-Teacher Academic Conferences provide vertical alignment between classroom teachers and school administrators.
As we open our private practice and pursue common professional purposes, we will see positive success for our students. They are typically facilitated by school administrators. They address the needs of individual students and focus everyone’s combined efforts on student learning.
School-Administrator Academic Conferences
The research reveals to no surprise that the classroom teacher has the greatest impact on student success, followed by that of the school principal (Marzano et al., 2001). At the same time, teachers consistently benefit from a process of identifying educational needs, clarifying instructional plans, sharing proven practices, and tracking student progress (Picciano, 2006). It feels obvious, and in many ways, it is. But our schools lack a structure for that process as a planned initiative to support student, teacher, and administrator success.
Now let’s consider the other academic conference that will vertically align instruction within our school organizations. School-administrator academic conferences are designed to support school principals and their leadership teams. They are typically led by the district superintendent or assistant superintendent of instruction. They address the strategic vision for each school and the major initiatives of the district. Through the conferral process, the instructional vision for the district becomes a shared vision. They ensure that everyone keeps a collective “eye on the prize” for students. Schein (2004) points out, “Much has been said of the need for vision in leaders, but too little has been said of their need to listen, to absorb, to search the environment for trends, and to build the organization’s capacity to learn.” These conferences also help develop leadership within each individual in the organization, and, in turn, the entire organization itself. We need to be explicit about our goals for our students and clearly outline and conference about the steps it will take to ensure that they achieve these learning goals. We also need to be explicit about the goals for our schools and clearly identify the instructional initiatives that will increase school-wide results. School-administrator conferences focus our collective efforts on the vision of the district and on the learning of our students. As we devote the time and energy to coordinating our academic plans, we will be able to work together to achieve instructional results.
Figure 1.3. School-Administrator Academic Conferences align the efforts of the school and district.
Academic conferences are intentional interactions that place learning at the center of the conversation. Educational leaders should engage their colleagues in these structured discussions several times throughout the school year. Conducting classroom-teacher and school-administrator conferences actively supports success for our students and schools. We will discuss school-administrator academic conferences in greater detail in chapters 4 and 5.
Current Collaborative Efforts
A current movement in education that has positively impacted the profession of education is professional learning communities (DuFour et al., 2009). Professional learning communities (PLCs) have carved out time for teachers to meet as professionals to discuss common classroom concerns. PLCs have aligned teachers horizontally (i.e., grade level, subject matter, etc.) with their peers. Our schools benefit from these horizontal discussions among teachers as we talk with other grade-level peers about our subject matter.
PLCs align teachers with other teachers horizontally, yet we also need to align the purposes of educators with one another vertically. Academic conferences provide a new movement in educational collaboration by connecting educators within the school organization vertically.
Figure 1.4. Professional Learning Communities help horizontally align school organizations.
Vertically Aligning Instructional Leadership
Academic conferences align instructional leadership throughout the entire organization. They provide positive support for teachers (classroom leaders) at the school level, as well as support for principals (school leaders) at the district level.
Academic conferences are designed for educational professionals to coordinate and communicate academic progress about our schools and classrooms. Academic conferences vertically align the efforts of the entire school organization. When classroom-teacher conferences and school-administrator conferences are conducted consistently throughout the district organization, then the academic vision of the district has a much better chance of being successfully implemented. PLCs help create horizontal alignment among teachers in common grade levels and content areas; academic conferences help create vertical alignment among the efforts of teachers, principals, and district leaders. We can also view academic conferences as opportunities to link classroom teachers to site administrators, and, in turn, link site administrators to district administrators.
Summary
In these ever-changing times, it is even more essential in the education profession that we engage in academic conferences to ensure that the collective efforts of individual educators will successfully contribute to the core mission, goals, values, and instructional vision of the school organization. Conferring aligns the efforts of classroom teachers and school principals with the mission, initiatives, and vision that surround student learning and improving instruction. In many ways, academic conferences achieve greater results, because they have the ability to align and integrate all of these educational movements into the culture and core fabric of the school system. Conferencing encourages us to plan and reflect on our professional practices and organizational progress. Just as professional learning communities have supported teachers with horizontal collaboration, academic conferences strengthen both classroom teachers and school administrators with vertical support. They provide a reflective examination of the school’s collective progress, as well as each individual’s purposes, practices, and progress to achieve the collective educational mission. Conferring supports interdependent leadership where every educator plays a valuable role in working together to create solutions for students. The ultimate benefit of academic conferences is more student learning and increased quality instruction. As we embrace the opportunity to work collegially as a team and align our common purposes in our profession, our students will benefit the most.
Figure 1.5. Classroom-teacher academic conferences align instructional purposes within our classrooms, and school-administrator academic conferences help align instructional purposes within our schools.
Figure 1.6. Academic conferences help district administrators to work with site administrators and in turn these school principals are better able to support classroom teachers to achieve the academic vision for all students.
REFLECTION QUESTIONS:
- How can academic conferences help your school organization and develop instructional leadership within the members of your organization?
- What are the potential benefits for implementing academic conferences in your school and district?