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Structure professional learning communities to meet individual needs

By Learning Forward
Categories: Learning communities, Learning designs
April 2015
Professional learning communities have long been considered a powerful form of collaborative professional learning, as the Learning Communities standard in Learning Forward’s Standards for Professional Learning attests (Learning Forward, 2011). This focus on communities can engage teachers in ongoing professional dialogue and examination of student work as members learn with and from each other over time. Mounting evidence shows that professional learning communities impact both teacher practice and student learning outcomes (Vescio, Ross, & Adams, 2008). However, what is less examined in both the theory and practice behind professional learning communities is how individual teachers learn within these collaborative groups, especially when one critical definitional aspect of professional learning communities is a shared vision and mission. Just as educators differentiate learning for diverse students in

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Authors

Alyson Adams and Vicki Vescio

Alyson Adams ([email protected]) is clinical associate professor and Vicki Vescio ([email protected]) is clinical assistant professor at the University of Florida. The authors both teach in graduate programs for full-time educators and work in an endowed center focused on improvement of teaching and learning in high-poverty schools in Florida and beyond.

Collaborative Assessment Conference

Step 6: Discuss implications for teaching and learning.

The facilitator invites everyone (participants and presenting teacher) to share any thoughts they have about their own teaching, children’s learning, or ways to support this particular child in future instruction.

Source: National School Reform Faculty, www.nsrfharmony.org/system/files/protocols/cac_0.pdf.

Sample Group Norms

  • Acknowledge each other as equals.
  • Speak from your heart.
  • Get what you need.
  • Assume good will.
  • Trust the process.
  • Expect it to be messy at times.
  • Respect confidentiality when requested.

Protocol for “Yeah, But …” Activity

This protocol works well after the presentation or discussion of an idea or reform concept that is likely to meet some resistance. It allows professional learning community members to voice ideas of resistance in an anonymous way by assuming a devil’s advocate role.

Materials: Sticky notes, chart paper, and markers.

Time: 20-45 minutes, depending on depth of discussion.

Ideal group size: 8-10.

Steps

Group members are asked to play devil’s advocate and think about how their most resistant colleague might react to what they just discussed. Due to potential controversial opinions about to be voiced, remind the group about norms that respect confidentiality and equality of voice and opinion.

Using the sentence stem “Yeah, but …,” each participant completes the sentence with an example of resistance. Each sentence is put on a sticky note (anonymously) and placed on chart paper. Participants can contribute more than one idea, but each one should be on a separate sticky note. (8-10 minutes)

When everyone has finished, the group gathers around the chart to read and think about general themes emerging across responses. Group members sort and categorize the sticky notes, using markers to label the theme/categories. (5-8 minutes)

If multiple groups created their own charts, do a short gallery walk so groups can see each other’s charts. (2 minutes)

Facilitator leads a group discussion of anticipated resistance to clarify and extend the conversation. (10 minutes; add more time if the issue discussed was very complex)

References

Hadar, L.L. & Brody, D.L. (2013, March/April). The interaction between group processes and personal professional trajectories in a professional development community for teacher educators. Journal of Teacher Education, 64(2), 145-61.

Learning Forward. (2011). Standards for Professional Learning. Oxford, OH: Author.

Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24(1), 80-91.

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Learning Forward is the only professional association devoted exclusively to those who work in educator professional development. We help our members plan, implement, and measure high-quality professional learning so they can achieve success with their systems, schools, and students.

Categories: Learning communities, Learning designs

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