Currently, I’m taking EDL/500 through the University of Phoenix. This is the third blog entry that serves as a type of reflection journal for class.

The power dynamic at Thurmont Middle School is split within two distinctive categories.

First, the group that is perhaps closest to the ground level of student growth, are the teachers. At TMS, teachers are divided into grade level teams for years six, seven, and eight. Within those teams are grade level counterparts who work each week in organized Professional Learning Community meetings. In these meetings, the grade level core subject teachers review student assessments and make data-driven decisions about instruction. In some cases, tutoring is needed for students. In others, re-teaching in the classroom may be an option as well. It is through these PLC meetings where progress is charted weekly. Also, curricular planning is mentioned in order to “stay on track” with one another. Text discussion and extension activities are also planned.

Secondly, the operations and logistics-end of the school’s institutional structure are house in the Main Office with the school principal and assistant principal(s). Here, decisions are made relative to school improvement, in-house initiatives, personnel, programming, scheduling, and discipline. TMS has always been fortunate to have a very welcoming and “open door” type of administration for the last several years. Typically, conferencing for pre- and post-observations occur with teachers as well as working alongside the guidance department and school support.

An understanding of TMS’s commitment to provide a quality education resides within experiencing the process and routines of teachers and administrators, knowing that decisions that will be made are in the best interest of students and the pursuit for learning. To successfully work cooperatively with and potentially influence either one of these two highly skilled groups, requires a number of important traits and characteristics including:

• Being a solid teacher in the realms of content and classroom management
• Having respect for peers, students, and parents
• Understanding the importance of collaboration
• Representing TMS in a professional manner

These key points contribute to teacher leadership in and out of the classroom. Fortunately, TMS has many leaders in all grades and content areas as well as its administrative team year-in and year-out.