Topic: Professional Social Capital

I wonder if we think creatively about social capital and the two types of social capital that Clay Shirky describes in his book Here Comes Everybody, we might make some new headway.

One type is Bonding Capital: This is an increase in the depth of connections and trust within a relatively homogenous group. This could be viewed as all teachers at a school, all teachers in a district, all principals, etc. Really, however you want to define homogenous.

So, how might we find or create more authentic opportunities for building bonding capital? (This could take many forms if we are creative. Trips, meetings outside of school, interactive staff meetings, social events, etc.)

The other type is Bridging Capital: This is an increase in connections among relatively heterogenous groups. This might be teachers and principals, educators and business people, educators and the community, etc.

So, how might we find or create opportunities for building bridging capital among these groups?

Further, if we increased our bonding and bridging social capital, how might this impact your school and your district?

In what ways could we develop or create more opportunities to build greater social capital?

What shape might this take at your school or district?

Is there a place for technology in the process?

Who might you attempt to build social capital with? Which type of social capital is most needed at your school or district?

Wow, this is a great clip, the bountiful enthusiasm expressed by Eggers is inspirational. I know about 826 Valencia, but didn't realize that it has been emulated in other places. What jumps out at me from a first viewing of this is the infusion of silliness and creativity. Kids need fun, 20 years ago when I was considering a career in teaching, my then seven year old nephew told me, "Auntie Sarah, you'd make a good teacher because you're always making jokes." One thing I really miss when I'm working in schools today is a sense of fun. The emphasis on testing and reaching Academic Progress goals is strangling the joy out of schools.

A split second after I think that, I am reminded of my time in California schools (late 1970's) when I was given NO guidance at all about writing in order to encourage my creativity and not cramp my personal style. I don't think this was right either, since I went to college and had to take remedial writing courses.

The next flash in my mind has to do with the outside of school nature of this learning environment. This program was designed based on feedback from teachers about what they lacked time to accomplish, but were sure students needed. The way the tutoring centers have been organized to emphasize giving undivided attention to each student is really exciting. This is the kind of support my son received having a geeky teacher mom, its the cultural capital that so many kids are missing out on.

The final flash I'll share is the idea that these students have CHOSEN to come in and get help. Teachers in schools have to work with the students who are not making those choices along with the kids who DO choose to go.
Is it possible to create learning environments and/or schools in which all students are CHOOSING to learn?

Hmmm, 20 years ago, I would have said yes, today, I'm not as sure.

The church idea reminded me of what I did last year with my staff. I had seen the principal hold meetings in our multi-purpose room with poor results. The teachers sat at long tables that all faced the same direction, must like a classroom. This allowed them to sit in their cliques or just with their grade level.

I facilitated a meeting and removed the tables and just used chairs. I placed the chairs in a semi-circle (arc) that allowed all teachers to see each other and didn't allow them to sit in cliques or grade levels.

The discussion that followed was very rich and interesting. We discussed school issues as a school and not as grade levels, or cliques.

As "Influencers' we need to get creative and think more about what we are doing at our school to influence social capital (bridging or bonding). Focusing on behaviors such as these I feel will produce a great benefit for our staffs', schools, parents, communities, and districts.

@Kimberly. I think there are more than we might imagine. Sometimes it is the small things that make a big difference.

P.S I love how you are sharing your ideas on your blog. I think you are on the right track and your students are really going to benefit.

As a teacher who does that and presents at local conferences, I am always asked how much work it actually takes. Generally it is the same, though the work is on the front end and not on grading mounds of work. I am frustrated that they do not see the gains of student understanding to be worth it. It must be easier to grab papers out of the file cabinet (as well as continue to call Johnnies parents because of his lack of completion of useless work).

What is funny is that most teachers are poor learners and do not work to improve practice, yet that is what they want their students to do.

I agree it's interesting that teachers expect a student to turn in assignments on time, do their best and not be satisfied with mediocre work but teachers themselves are late turning in lesson plans and are satisfied with their own mediocrity. Modeling the behavior would certainly be a step in the right direction.
It can no longer be acceptable for a teacher to use the excuse "I really don't know much about technology."