Sharing invigorates teaching experience

The second-graders are revved up and ready to drive their stories all over the roadmap of their imaginations. But first, they need to pick out a "starter word."

"Do you have a key? Put it in the ignition, grab your steering wheel and a 'starter word,' and let's go," urges teacher Jessica Bull.

Students eagerly begin picking out "key" words to start their paragraphs — such as while, when and although — and plug them into their story idea. Then they are off and running, eagerly putting their thoughts to paper in rich, descriptive paragraphs.

The youngsters are not the only ones benefiting from Bull's experience and enthusiasm as she conducts a lesson from the Step Up program. Sitting on the sidelines and taking it all in is new teacher Jill McVey, who has her own second/third-grade combination class at the school site.

Throughout the day, similar situations occur in other classrooms as teachers model lessons for their peers. It happens every week on "Learning Thursday," when teachers share what they know with one another. A "roving sub" makes it possible for teachers to observe or model lessons in their own classrooms and those of their colleagues. The money for the substitute teacher is extremely well spent, says Principal Nancy Wood. When teachers are also learners, everybody benefits.

Those who work at Garden Gate Elementary School in Cupertino believe that teaching is an art form to be celebrated and shared, not conducted in isolation behind closed doors. And the philosophy of "share and share alike" has created a unique school culture based on a sense of community and optimism. The Cupertino Education Association members who teach at the site, which is located in the Silicon Valley area, see themselves as learners — whether they have taught for two years or 20 years.

When the school's leadership team first broached the idea two years ago, some teachers were hesitant, recalls Charron Perry-Barney, an intervention resource teacher. "Some teachers felt that they didn't have anything to share. But everyone has something to offer."

One teacher who thought she had nothing to offer has modeled fabulous lessons on integrating art into the curriculum, says Perry-Barney. "Teachers know that others are coming in to their classrooms to learn something from them — and that they are not there to evaluate or judge each other."

McVey says she appreciates the "focus and sense of excitement" that Bull was able to bring to the writing lesson she observed. It has given her some tools to get started with the program.

CEA President Janice Hagerbaumer says the sharing of teaching ideas keeps staff invigorated. "We've been lucky, because the teachers don't think they know it all. We're willing to listen to each other and try different things. Everyone is interested in doing what's best for the kids, and we enjoy sharing strategies."

Teachers are willing to experiment, but they are also able to admit when things go wrong. "We have no trouble saying, 'It was awful, it didn't work, and we're not doing it again,'" says Hagerbaumer.

Teachers say the willingness to share ideas has rubbed off positively on the children, who have few behavior problems and score well on standardized tests. It has also created a school atmosphere free of cliques.

"I feel like it's a family here," says Ada Cheng, who took over a third-grade classroom last January. While the first year of teaching is always difficult, it was especially challenging to fill in for another, says Cheng. "But I got lots of support here. If I needed anything at all, teachers from all grades came to help me. When I sent out an e-mail asking if anyone had a piece of velvet for The Velveteen Rabbit, lots of teachers brought in velvet."

A Faculty Advisory Committee has also contributed to the positive school culture at Garden Gate. "It works because we listen to each other," says Hagerbaumer. "We listen to our administrator and she listens to us."

"It takes hard work, training and time to be on the committee," she adds. "The staff has to know what's possible and what's not possible — and how to get the possible things done to everyone's satisfaction within the parameters that the administration has to work in and the parameters we have to work in, which don't always meet in the middle."

One of the newer teachers, Kelly Shulman, says that friends who teach in other schools are envious when she describes the culture of Garden Gate. "When I tell them what we do, their chins drop," she says. "I think it's wonderful because we have a team environment. We are very lucky here."