@Michael Doyle: The medical training process definitely contains some elements that might translate well to professional development and teacher training. I’m not sure I’d be comfortable with the “pro-wrestling style criticism,” but I doubt anyone is at first. It would certainly lead to more thought out instructional decisions if I knew I might have to defend my every decision. It’s important that the one being critiqued knows the criticism is coming from the critiquer’s desire to help them improve- otherwise it turns into the whole mess I experienced recently.

Now that you have me thinking of translating medical training to teacher training, I wonder what a residency for young teachers would look like? Hmm…

In medicine we had M&M conferences (Morbidity and Mortality); people get hurt, people die–the point of the conferences was to learn why. Administrators were not welcome, and what happened at the meetings was not discussed much outside of the meeting. It felt like wrestling with a priest at confession, and it worked.

There is something cleansing about formal pro-wrestling style criticism. We were exposed to it as medical students, and it was just another part of the process of becoming a physician. (It became less effective, though, as hospitals and insurance companies institutionalized their version of risk management strategies. Docs don’t mind ripping each other’s heads off in private; it’s less fun when judged by people in suits who work half as much as we did.)

I am fortunate to be in a department that fosters criticism; it is not unusual for a colleague to pop into the classroom, then ask questions about particular strategies later. Nothing is written, and administrators are not involved. Not all of the department participates, but for those of us who do, it is an extremely effective tool for improvement.
Michael Doyle´s last blog ..Arne Duncan, meet the Declaration of Independence

At least if you have models like these that are accepted practices, with research and lots of case studies to learn from, it’s not just you trying to convince people.

I have invited my supervising administrators to stop in my room at any time for any length of time. I’m not sure how I would go about asking teachers to critique me. I do share lots of my lessons & curricular materials, but generally we don’t critique each other. I’ll have to think about other ways I can achieve this.

Perhaps reflection is the real goal I’m looking for the organization to embody. Reflective practices naturally opens open us up to critiquing our own practices, which may also make it easier for us to accept criticism from others.

Don’t be so willing to keep offering criticism to your colleagues, especially unsolicited criticism. In a culture of non-criticism, it will be viewed negatively, and I think you risk being branded in a negative way.

Instead, actively seek criticism from your colleagues about your teaching practice. You may find, over time, that it will have a much more positive impact on your school’s culture rather than trying to hit it head on.

My 2 cents worth, please feel free to ignore!

Like the new site; I’ll miss the pic of Fuji-san, though!

I have heard good things about BlueHost as well, and almost signed up with them. ASO got me not only with their prices, but also because I’m a sucker for supporting small businesses whenever I can.

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