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Learning Communities: Developing A Culture for

Improved Student Learning

Presenter: Lori Jacobs

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Problem Statement

We want all educators to have and use tools to establish their schools' baseline performance, set goals, plan future initiatives and evaluate efforts toward collaboration and joint decision-making.

The term professional learning communities has been used so loosely that educators have began to lose its true meaning. “In fact, the term has been used so ubiquitously that it is in danger of losing all meaning” (DuFour, 2004). If educators continue to think of professional learning communities as another reform that will pass then learning for all students will become a meaningless phrase.

We will use DuFour’s (2004) professional learning communities concepts to guide us in improving our process towards a focus on learning.

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Purpose

The purpose is to understand learning communities that focus on learning rather than teaching through collaboratively holding each person accountable for themselves.

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Rationale

Available research indicates when collaborative teams are provided with support, achievement and attitudes improve.

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Questions

#1: How will professional learning communities ensure learning for all students and how will a culture of collaboration be shown?

#2: In what ways does a professional learning community help focus on results?

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Research

Learning communities raise expectations and standards for students’ level of engagement, development, and achievement.

Studies show students are engaged in higher order thinking when adults work collaboratively with one another and have a shared vision for student success.

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Definition of Learning Communities

A focus on high levels of learning for all students

� Shared mission, vision, and values

� Focuses on learning

� Collaborative teams

� Collective inquiry

� Action orientated

� Continuous improvement

� Results orientated

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Benefits of Collaboration through Learning Communities Embedded daily Teachers and students both develop Organized Continuous Provides opportunities Research-based to improve student learning Reduced teacher isolation Collective responsibility for student success Higher morale Greater academic gains in comparison to traditional schools Smaller achievement gaps between students from different

backgrounds

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Characteristics Teams work together to clarify outcomes

Develop common assessments and lessons

Analyze student data

Establish team goals

Share strategies and materials Engage in collective inquire

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Foundations

1. Shared mission, vision, and beliefs

2. Collaborative teams need to be developed to achieve common goals

3. The focus must be on results by being committed to continuous improvement and lifelong learning for all.

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Driving Force

Accept learning as the fundamental purpose.

Be committed to working together to achieve collective purpose by cultivating a collaborative school culture.

Promote continuous improvement.

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Collaborative Group Leaders

The leader must create a supportive school context and performance conditions while leaving ample room for teams to develop their own unique styles and strategies.

When collaborative teaching teams are experiencing difficulties, the leader must use observation and discussion to systematically diagnose the problem and target interventions.

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Time

A COMMON COLLABORATIVE TIME MUST BE ESTABLISHED

Be creative about arranging for common planning time.

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Stages

Preparing Implementing Continuing Evaluating Refining

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Preparing

Compose teams Training Schedule a collaborative time Select a meeting location Create a tentative schedule

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Implementing

Focus on task for student achievement Become familiar with each others’ talents and skills Always keep a shared commitment Establish boundaries

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Continuing

Reflect and Problem Solve Encourage each other Practice what you share Intervene Appropriately

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Evaluating

Peer observations Self reflections Administrative observations Student testing data Survey

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Refining

Review evaluations Come together as a Learning Community Make necessary changes for continuous

improvement

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Projected Outcomes

Increase in commitment to the vision, mission and beliefs of the school

Increase in working together Higher morale Advances in adapting new teaching strategies Commitment to making changes Shared responsibility Reduction of teacher isolation Powerful learning Increased meaning and understanding of content Growth in professionalism Increase in student achievement

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Questions and Thoughts

Can you commit yourself to enthusiastically communicating a vision of collaborative teaching teams? Will you do this frequently?

Are you willing to persist when others lose faith and question the wisdom of the model?

If you can combine courage and will with the principles articulated in this workshop, you will succeed. If not, no amount of resources will be enough for success to be achieved.

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References

DuFour, R., 2004. What is a “Professional Learning Community?” Retrieved May 2, 2010 from, http://staffdev.mpls.k12.mn.us/sites/6db2e00f-8a2d-4f0b-9e70-e35b529cde55/uploads/What_is_a_PLC._DuFour_Article_2.pdf

Merriam, S. B. (2009). Qualitative research: A Guide to Design and Implementation. San Francisco, CA: Jossey-Bass.