Grassroots growth
The evolution of a teacher study group
By Learning Forward
October 2011
Vol. 32 No. 5
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How to Organize a Teacher Study Group
- Begin with an interest that might be shared by others in a district — not just teachers.
- Put out a call to locate people who share this interest.
- Until you ask, you don’t know who’s out there with common interests. You also don’t know who would be willing to commit.
- Begin with a summer workshop or perhaps time during a district professional day; a district could provide seed money to grow a study group.
- To sustain the study group, seek grants from supporting organizations, such as a district foundation or a partner university. These funds can pay for reading materials.
- Give members ownership; don’t impose on the group.
- Take one step at a time and see where it goes. Allow for organic change. Some people will come and go; new members will join.
Lessons We Have Learned
- The best professional development is not imposed; it is based on teacher interests and offers teachers ownership of their development. The organic quality of self-selected groups promotes choice, commitment, and peer collaboration.
- Don’t limit membership in study groups to educators working in a certain area or level. Study groups can bring unforeseen collaborations.
- Study groups can allow educators to take on leadership roles and to grow as leaders.
References
Barth, R. (2001, February). Teacher leader. Phi Delta Kappan, 82(6), 443-449.
Birchak, B., Connor, C., Crawford, K.M., Kahn, L.H., Kaser, S., Turner, S., & Short, K.G. (1998). Teacher study groups: Building community through dialogue and reflection. Urbana, IL: NCTE.
Cochran-Smith, M. & Lytle, S.S. (1990, March). Research on teaching and teacher research: The issues that divide. Educational Researcher 19(2), 2-11.
Coia, L. & Taylor, M. (2007). From the inside out and the outside in: Co/autoethnography as a means of professional renewal. In Kosnik, C., Beck, C., Freese, A.R., & Samaras, A.P. (Eds.), Making a difference in teacher education through self-study: Studies of personal, professional, and program renewal. Dordrecht, The Netherlands: Kluwer Press.
Coia, L. & Taylor, M. (2003). Writing in the self: Teachers writing autobiographies as a social endeavor. In National Reading Conference Yearbook, 2001. Oak Creek, WI: National Reading Conference.
DuFour, R. & Eaker, R. (1998). Professional learning communities at work: Best practices for enhancing student achievement. Bloomington, IN: Solution Tree.
Freire, P. (2000). Pedagogy of the oppressed. New York: Continuum.
Fullan, M. (1993). Change forces: Probing the depths of educational reform. New York: Routledge.
Harrison, C. & Killion, J. (2007, September). Ten roles for teacher leaders. Educational Leadership, 65(1), 74-77.
Larner, M. (2004). Pathways: Charting a course for professional learning. Portsmouth, NH: Heinemann.
Levine, M. (2008). The price of privilege: How parental pressure and material advantage are creating a generation of disconnected and unhappy people. New York: Harper Paperbacks.
Lieberman, A. (1996). Creating intentional learning communities. Educational Leadership, 50(3),71-74.
Lieberman, A. & Miller, L. (2004). Teacher leadership. San Francisco: Jossey-Bass.
Pearson, C.S. (1989). The hero within: Six archetypes we live by. New York: Harper Collins.
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.
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