by Sara Viveiros, Middle School Language & Literature and Learning Support Teacher at St. Andrew’s School in Barrington Rhode Island
Last school year, I expressed an interest in school leadership to my Head of School. He encouraged me to research various Master’s programs– including the School Leadership Program at the University of Pennsylvania.
Fortunately, two administrators at my school had completed the program. Some had also attended the gcLi Leadership Lab. In wanting to understand more about the program, and leadership in general, I spoke to her about those experiences. She shared the benefits of the gcLi and suggested it be the professional development I start with, so I went online to learn more.
After reading reviews and listening to testimonials, I knew the Leadership Lab was something I wanted to pursue. I spoke with the Director of the Middle School (also a gcLi alumna) about my desire to attend. My school was very supportive, and in June 2023, I headed to Fountain Valley School to participate in the Lab.
The experience not only helped me better understand the pedagogy of leadership, but it also provided me with tools I could bring back to my students.
What Did I Take Away from the gcLi Leadership Lab?
Most of the professional development I have participated in has focused on what teachers want students to learn. The gcLi focuses on who we want our students to be. It went beyond academics and concentrated on skills kids need to make a real difference in the world.
The emphasis on feedback during the Leadership Lab was particularly useful. For many, myself included, receiving feedback can be stressful. Early in my career, I looked at observations as a way to demonstrate my skills and abilities. I didn’t want to “mess up” in front of anyone. I would spend hours perfecting lessons and then put on a “show” for those assessing me. I prayed my students would behave perfectly during the observations (an anomaly in the teaching profession).
However, this approach did little to improve my practice.
The Lab offered Rules for Effective Feedback and Rules for Receiving Feedback. Among the Rules for Effective Feedback was the recommendation to “Claim your commitment to the relationship.” Through reflection, I realized that I always felt most comfortable and most willing to implement suggestions when I trusted the source they were coming from.
Building meaningful relationships is necessary for any successful collaboration. When the person providing feedback emphasizes that we are working towards the same goal, I feel more at ease. I have been modeling this with my classes.
As a Language and Literature teacher, I have many opportunities to conference with my students. I begin all conversations surrounding student work with a shared goal. For example, I might say something like, “I know we said that we wanted to work on making writing more detailed. I really want to help you. How can we elaborate more on […]?” I aim to emphasize that we share an objective. Feedback without a positive foundation can wind up just sounding like criticism.
Another rule for giving feedback was Make feedback specific rather than general. In class, we often discuss what being specific means. I do this through our conferences, but also through written feedback. Vague comments such as “unclear” or “awkward” offer little to work with. Alternatively, specific comments like “there are run-on sentences in your work–where could you add punctuation?” provide more for the student.
I have also been refraining from putting grades on written work. Instead of students scanning through assignments for the letter in red pen, they are spending time reading comments.
Students have been encouraged to highlight specifics when peer-reviewing work as well. They have the opportunity to provide feedback to one another in the form of stars (what went well) and seeds (where there is room to grow). Students have been practicing offering actionable next steps. For example, instead of saying “I liked your presentation” to a classmate, they could say, “you did a great job projecting your voice and making eye contact.”
Lastly, the rule, the feedback you receive is a gift has become a mantra for me. Instead of scheduling observations for the classes I know will run smoothly, I am asking my evaluators to attend my most challenging classes for observations. I want to hear what I can improve on. I want my students to see feedback as a gift, too.
Watching students seek out their teachers in order to discuss their work and opportunities for improvement (even when they receive an A) is exciting! This work encourages students to shift from aiming to meet expectations to focusing on growth.
From gcLi to the University of Pennsylvania
Beginning in August, when I started the School Leadership Program at UPenn, I’ve noticed many similarities between it and the Leadership Lab. Both allocate time towards self-reflection and emphasize the importance of group work and discussion.
The gcLi offered the “buddy system” in which we were paired with another person from the Lab. Time was allocated to speak with our buddy about struggles, successes and goals for the future. The scholars and instructors were available to offer advice and mentorship throughout the week. My group from the Lab also meets virtually once a month. There is comfort in knowing that support is available.
The ongoing check-ins and reflection opportunities are also central to the School Leadership Program ( SLP) at UPenn. All members of the cohort are assigned a university-based mentor and a school-based mentor. We are asked to write weekly journal reflections and share them with our mentors for feedback. Additionally all participants are divided into small groups. We are expected to work within our groups to summarize readings, complete group projects, and conduct presentations.
Next Steps
All participants of the SLP must complete an internship with specific goals. As part of my internship, I will be developing a Leadership Workshop for middle school students. During this workshop, participants will develop an understanding of what it means to be a leader. Activities planned for this workshop came directly from the Lab.
Practices including Open Session will be key components of the workshop. Students will have the opportunity to learn what empathy entails, what wisdom means, and how to ask effective clarifying questions. There will be a focus on safe spaces and creating an environment in which everyone can participate. The Open Session was a deeply meaningful experience during the Lab, and I am excited to see how it will play out in the classroom setting.
A second part of my internship will be participating in a Faculty Evaluation Pilot program. Through this program, volunteers will be observed by peers, department heads, and leaders at the school. We will receive feedback in the areas of academics and student life. This work will guide future faculty evaluations. As part of the pilot, we were asked to select a peer to observe our teaching. Thinking about what I learned at gcLi, I asked a colleague whom I knew would give me honest feedback, and I am genuinely interested in hearing it.
The practicality of what is learned through the gcLi Leadership Lab and through the School Leadership Program is evident, even within the first month of school. I am excited to reflect on the changes I see in my students and within myself by the end of the year.
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Sara Viveiros is a Middle School Language & Literature and Learning Support Teacher at St. Andrew’s School in Barrington, Rhode Island. Prior to moving to the United States, Sara taught elementary school in Alberta, Canada. Sara graduated from the gcLi Leadership Lab in June 2023 and is a recipient of the gcLi Leadership Grant. She is currently pursuing a Master’s Degree in School Leadership from the University of Pennsylvania.