2006 Georgia Teacher of the Year(May/June 2005) - Ciclt.net

Professional Insights | DR. EDIE BELDENProfessional Learning Communities:Nurturing Teacher Leadership andImproving Student AchievementDR. EDIE BELDENWith accountability and annual yearlyprogress weighing heavily on theshoulders of administrators andteachers, is it time to for schools and school systemsto give serious consideration to professionallearning communities?WHAT A PROFESSIONAL LEARNINGCOMMUNITY IS AND IS NOTThe concept and term of professional learningcommunity has been mitigated, perhapseven compromised, to mean any number ofthings, such as extending classroom practicesinto the community, bringing community personnelinto the school to connect the curriculumto real-life experiences and implementingparent-faculty advisory councils. While all ofthese are worthy efforts, they do not constituteprofessional learning communities.In its purest form, a professional learningcommunity is a group of adults in a school whobond together for the purpose of pursuing aclear and shared vision for student learning,engage in individual and collective collaborativeactivities to achieve their purpose and takecollective responsibility for student learning.The purpose is simple: to improve the learningand achievement of every student.Learning communities are built around theneeds of students. Faculty, staff and parentswork to create a learning climate that focuses onreflective practice, collegiality, professionaldevelopment and shared accountability.CREATING A CLIMATE AND CULTURE FORBUILDING PROFESSIONAL COMMUNITIESProfessional learning communities emergewhen there is a nurturing and nourishing environment.To build a climate that fosters learning,certain conditions must be present.Cambridgeport School (K-8) in Cambridge,Massachusetts found these conditions to beessential to the development and sustainabilityof their professional learning community:1. Purposeful, thoughtful, school-wide valuesdeveloped by the professional community withinput from families and students;2. Respect for the work that teachers do;3. Time to work and reflect together; and4. Shared leadership where the professionalstaff plays a strong role and where paraprofessionalsand families help lead the learning community.(Learning Communities: A New Definition ofProfessional Development,Massachusetts ASCD FOCUS, Winter 2004.www.mascd.org/docs/focwin04.htm.Another group has identified 10 qualities necessaryfor building a professional learning community.1. Safety and Trust: Participants reveal theirconcerns, problems, and weaknesses in anatmosphere of safety and trust.2. Openness: Participants share their thoughtsand feelings without retribution.3. Respect: Members feel they are valued andrespected.4. Responsiveness: Members respond respectfullyto each other and the facilitator respondsquickly to participants.5. Collaboration: Collaborative activities, programs,projects and discussions are the buildingblocks of success.6. Relevance: Relating subject matter andteaching practices enhances learning outcomes.Learningcommunities arebuilt around theneeds of students.Faculty, staff andparents work tocreate a learningclimate thatfocuses onreflective practice,collegiality,professionaldevelopment andsharedaccountability.May/June 2005 PAGE ONE 19