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Hi Janet, Your question focuses on one of the most important questions in this course—the promotion of a process to have staff share their professional knowledge. Please remind me to sit in on this discussion when we are in groups.

Niagara

Hello Janet: Our board is piloting the Teaching Learning Critical Pathway at the secondary panel this semester. This TLCP is a process originated from Fullan, Cervola, and Hill’s Breakthrough model. In the TLCP model, the student is the centre of all discussions. Teachers come together to identify gaps in student learning, develop targeted strategies and moderate students’ work through a SMART goal process. The conversations always focus on the improvement of student learning and achievement. We are almost finished a complete cycle this semester and it has been a very exciting experience. The conversations and dialogue in the professional learning community of teachers has been very rich. Filled with discourse, laughter and learning, the teachers have developed strong PLCs. The key to the discussions have been to set norms for discussion, listen to each other, focus all comments on student work and achievement. It is amazing how professional the discussions have been and how teachers have embraced the process. Attached below is a weblink which will lead you to more information on the process.

http://www.curriculum.org/secretariat/criticalpathways/files/TLCPViewersGuide.pdf

We are still a work in progress but we are making steps forward in developing PLCs.

Hi Janet That is unfortunate that teachers think their practices are being attacked. I don’t understand why some people fail to see the good in this process. When we talk out loud to people within our profession about aspects of our teachings, I only see the benefits. As long as people respect that there is no blanket methodology when teaching, these meetings should be very rewarding. For example, my division and I sit and discus various rubrics that our board has provided us for a particular resource they would like for us to use in the classroom. Our sessions are not “I am doing this….” ,they are more related to inquiry such as “how would you understand this?”. Another such example of effective PLC’s is this program. I feel very fortunate to have met everyone here. I am learning so much from the experiences of others. We are all at different levels of education with varying years of experience and that makes it unique. How lucky are we to recognize the benefits!!

Hi Janet, I believe that you have raised a critical issue. Professional learning communities are seen as a powerful staff development approach and a potent strategy for school change and improvement. The term learning community has become commonplace. It is being used to mean any number of things, such as extending classroom practice into the community; bringing community personnel into the school to enhance the curriculum and learning tasks for students; or engaging students, teachers, and administrators simultaneously in learning – to suggest just a few. The literature on professional learning communities repeatedly gives attention to five attributes of such organizational arrangements: 1. supportive and shared leadership, 2. collective creativity, 3. shared values and vision, 4. supportive conditions, and 5. shared personal practice. There are also positive outcomes of Professional Learning Communities for staff and students: For staff, the following results have been observed: • reduction of isolation of teachers • increased commitment to the mission and goals of the school and increased vigor in working to strengthen the mission • shared responsibility for the total development of students and collective responsibility for students’ success • powerful learning that defines good teaching and classroom practice and that creates new knowledge and beliefs about teaching and learners • increased meaning and understanding of the content that teachers teach and the roles they play in helping all students achieve expectations • higher likelihood that teachers will be well informed, professionally renewed, and inspired to inspire students • more satisfaction, higher morale, and lower rates of absenteeism • significant advances in adapting teaching to the students, accomplished more quickly than in traditional schools • commitment to making significant and lasting changes and • higher likelihood of undertaking fundamental systemic change (p. 27). For students, the results include: • decreased dropout rate and fewer classes “skipped” • lower rates of absenteeism • increased learning that is distributed more equitably in the smaller high schools • greater academic gains in math, science, history, and reading than in traditional schools and • smaller achievement gaps between students from different backgrounds (p. 28). (Hord, 1997) If strong results such as the above are linked to teachers and administrators working in professional learning communities, how might the frequency of such communities in schools be increased? A paradigm shift is needed both by the public and by teachers themselves, about what the role of teacher entails. Many in the public and in the profession believe that the only legitimate use of teachers’ time is standing in front of the class, working directly with students. In studies comparing how teachers around the globe spend their time, it is clear that in countries such as Japan, teachers teach fewer classes and use a greater portion of their time to plan, confer with colleagues, work with students individually, visit other classrooms, and engage in other professional development activities (Darling-Hammond, 1994, 1996). Bringing about changes in perspective that will enable the public and the profession to understand and value teachers’ professional development will require focused and concerted effort. As Lucianne Carmichael has said, “Teachers are the first learners.” Through their participation in a professional learning community, teachers become more effective, and student outcomes increase – a goal upon which we can all agree.

Janet, I think some of the reluctance stems from some teachers insecurities. They feel that if others point out strategies that work in their classroom that their practices may pale in comparison. On the flip side someone may be hesitant to share for fear of ridicule by their peers. It therefore becomes imperative to create a safe environment for dialogue. I think education is moving in the right direction and that collaboration is moving toward becoming the norm. It’s just a matter of time as we know that a change in culture is one of the hardest things to achieve in education.

Thank you for participating in my discussion regarding the creation of positive learning environments. Many important issues were raised that would help to facilitate a positive environment for change. It was agreed that change is difficult and will be met with resistance. The goal of the PLC should be for teacher development as well teacher moderation. In order for PLC’s to be effective, schools must set a framework for creating a safe environment for dialogue. I believe this can be accomplished when teachers have input on the direction of the PLC as well as time to process ideas and thoughts. When we examine the positive outcomes from true PLC’s that are effectively administered, the results are phenomenal. Whether we are designing SMART goals that focus on the improvement of student learning and achievement or learning new strategies with our colleagues, the PLC can be effective and a positive experience for those involved. I continue to learn from the input and experiences of my colleagues at school every day as well as on Saturday.