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

1. What do we wantstudents to learn?2. How will we knowwhen each student haslearned it?3. How will werespond when astudent experiencesdifficulty in learning?It is the answer tothe third question thatseparates learningcommunities fromtraditional schools.TOOLS USEFUL IN ADVANCING THEWORK OF PROFESSIONAL LEARNINGCOMMUNITIESThe Annenberg Institute for SchoolReform has, in their work with variousschool systems across the nation, created,adapted and identified tools that are usefulin starting and maintaining the developmentof professional learning communities.• Rubrics describing key indicators areneeded to identify, assess and analyzeprogress.• Frameworks are needed for contentand group process.• Central office review should be conductedto assess the capacity of the central officeto support schools in student achievement.• Research frameworks of broadlyaccepted ideas on student learning, teachercollaboration, pedagogical practices andorganizational change are needed to providea sound base for initiating change.• Video packages on topics such as peerobservation, reviewing student work, andleadership development should be purchasedor developed.Web-based resources should be identifiedto give participants access to the latestresearch and practices nationwide.(Professional Development Strategiesthat Improve Instruction: ProfessionalLearning Communities. www.annenberginstitute.org/publications/plc.html).Click on PDF at the bottom of displayeddocument.AN INTERNATIONAL STUDY ONPROFESSIONAL LEARNINGCOMMUNITIESThe Department of Education, State ofQueensland, Australia completed andpublished in 2004 a three year study onProfessional Learning Communities. Thestudy concluded that most teachersreported low levels of organizational supportfor their efforts. The teachers alsoexperienced varying degrees of teacherempowerment; however, there was greateruse of more productive classroom practices.The use of best practices correlatedhighly with the teachers’ acceptance oftheir collective responsibility for studentlearning; the overall level of professionallearning within a school; and the intensityof leadership focused on teaching. Thesefindings are consistent with the body ofresearch conducted in the United Stateson professional learning communities.(Queensland School Reform LongitudinalStudy, the State of Queensland,Department of Education, 2004.www.education.qld.gov.au/public_media/reports/curriculum-framework/qsrls).HOW-TO PUBLICATIONSThere are two documents that are especiallyhelpful in starting up professionallearning communities and in monitoringtheir development and progress. Eachdocument is in a PDF format and can bedownloaded in it is entirety. Both documentsare lengthy and have graphics. Aprinted document may also be ordered.Professional Learning Communities:Communities of Continuous Inquiry andImprovement (1997) is available fromSouthwestern Educational DevelopmentLaboratory and provides a succinctoverview of the research on the topic. It is72 pages in length. It is available atwww.sedl.org/pubs/change34/plc-cha34.pdfA very recent publication bySoutheastern Region Vision for Education(SERVE), A Facilitator’s Guide toProfessional Learning Teams (2005) is anexcellent source for those responsible fordeveloping professional learning communities.It is available at www.serve.org/Products/ProdPub.php. Scroll down andclick on document. It is 192 pages inlength.◆22 PAGE ONE May/June 2005