0.4 The art of successful school-based management  (Page 25/36)

With each attempt to apply the Feldman Method to instructional supervision, the students became more comfortableapplying the conversation of art in conferences. An especially exciting part of this growing confidence and in keeping with theCBAM stages of consequence, collaboration, and refocusing, the students began considering different approaches to using artlanguage in observing teaching. As the students became comfortable with the innovation later in the term, the author and studentsbegan discussing the consequence the Feldman Method might have on student learning and teacher growth. Their concern moved fromconcern about self to concern about the innovation’s impact on others. They also moved quickly to collaborate on possiblealternatives to the standard format the author proposed. And finally, as a final project in the class, they were asked torefocus the Feldman Method and formulate a new format for critique so that they could make the assessment instrument meet the needs ofteachers and students at their schools.

Introducing school leaders to the language of art, and in this case the Feldman Method, reminded the author andstudents that innovation can be overwhelming. In order to come to terms with innovation, school leaders must also recognize theteaching the CBAM theory offers. A particularly exciting connection for the participants and authors, and an unanticipated one, was thelink they made between concern for self and concern for others in both the CBAM and Feldman Method. The message was clear: whenschool leaders and teachers, in parallel fashion, begin attending to the art of teaching, then they necessarily begin to move beyondthe important and necessary technical dimensions of teaching to the crucial and essential aesthetic considerations that make aclassroom a place for academic achievement and personal development. And in this context, creating learning space forteachers invited experimentation, risk-taking, and a culture built on teacher professional growth and student learning.

Color: property of objects coming from reflected light

The Artist’s View:

Color is the most dynamic and exciting element of art. It is also the hardest element to describe. Color comesfrom reflected light. When light reflects off of an object such as a red ball, the red ball absorbs all light waves except the redlight waves. The red light waves reflect into our eyes and are interpreted by our brain as the color red. Often, we representcolors along a spectrum–primary (red, yellow, and blue), secondary (violet, green, and orange) and tertiary or intermediate (redorange, red violet, blue violet, blue green, yellow green, and yellow orange). When these spectral colors are bent into a circle,we form a color wheel. White and black are not considered colors at all. Black is the absence of color and white is considered to beall colors.

ISLLC Standard #6: A school administrator is an educational leader who promotes the success of all students byunderstanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.