RSA #2 -- Improving Teacher Effectiveness through Structured Collaboration: A Case Study of a Professional Learning Community

Online Article: http://www.eric.ed.gov/PDFS/EJ801113.pdf

            This week’s reading focused on what needs to happen after a professional learning community has been implemented in a school. After PLCs become a way of functioning at a school Martin-Kniep (2008) states that the “impact is evident in participants’ products and processes, and in their attitudes, discourse, and commitments” (p.111). This impact completely changes the way a school does its daily business. The PLC process really puts a sharp focus on student learning and everything the group does has that goal in mind. As the learning community evolves Martin-Kniep insist that there must be evaluation tools that measure, monitor, and assess the PLC’s process, progress, products, and impact (2008). The author suggests surveys, rubrics, and questioning to self assess and provides several examples for participants to use.

            The article I found this week was an analysis of the implementation of PLCs at the middle school level. The first half of the article defines what PLCs are, how they work and specifically how they were implemented in the middle schools, but the second half of the article examined the feedback from teachers who had been involved in the PLC study. Ten of the teachers involved in this rollout took a survey about their PLC experience and how effective they felt it was. This was the piece of the article I thought was most interesting based on our readings this week about community outcomes and assessment tools like the survey used. In the article Graham reports that often the topic of conversation was how teachers taught, but not necessarily how students were learning (2007). Teachers still reported growth in their professional practice and pointed to collaboration and feedback as a major contributor. One teacher insightfully points out that even if you are reflective you only see your performance and growth through your own lense, but when you are in a PLC your growth is exponential because feedback is supportive, critical and diverse (Graham, 2007). An interesting point that came up in the surveys was that the 8^th grade team interviewed reported that the PLC structure was not effective for them. The team was much smaller based on enrollment numbers and so the author attributed their lack of progress to their smaller numbers (Graham, 2007). A teacher interviewed mentioned that a PLC of two was hard because there was no majority and they often disagreed but ended up in a stalemate. Teachers at the school also unanimously agreed that leadership was a huge part of the successful implementation of the PLC model in their school (Graham, 2007). The principal sets the standards and hires the staff so he/she really sets the tone for the school and its success. Along with leadership, the staff pointed to time to meet in their PLCs being built into the day as a major key to their success (Graham, 2007).

            After thinking about both readings, the thing that immediately jumps out is that the Martin-Kniep book is the model and the ideal, but the Graham article really brings to the forefront the real issues that arise when implementing a PLC in schools. Graham shows us how the surveys and other evaluative methods talked about in the Martin-Kniep book can really be used to reflect on the progress of the PLC and guide future goals. Through the reflection of the middle school staff we learn that there can be problems with lower numbers being involved in a PLC, and that teachers don’t always follow the model the way they should. I think that the teacher who mentioned the PLC meetings centering around teaching and not student learning was very insightful. I can see how meetings might turn out this way. When a group of people teaching in isolation finally come together and collaborate, most likely they will have questions about what they are teaching compared to others and how best to teach it. After teachers get through the initial stage of getting feedback from peers, they are able to get to the root of the issue which is student learning. Another issue that was mentioned in the Graham article was that some teachers felt a PLC was positive because they were able to try new things and styles of teaching, but others felt their creativity was stifled by having to conform to the majority (2007). This is another real life issue that isn’t examined in the Martin-Kniep book. The teachers went on to say that the reflective piece was really important because then they were able to comment on whether or not accepting another idea/view (of the majority) was worth it in the end, and if not why. The reflection gave them the opportunity to express their frustration or their joy when they are done teaching the lesson.

            Overall I think the two articles were a great mix. I was able to understand what the ideal outcomes were and how to effectively assess a PLC after/while it was being implemented. Then I was able to see those evaluative tools in action and discover the real world problems that are bound to arise when bringing a group of people together in a collaborative way.

References

Graham, P. (2007). Improving teacher effectiveness through structured collaboration: a case study of a professional learning community. RMLE Online: Research in Middle Level Education, 31(1), 1-17.

Martin-Kniep, G. (2008). Communities that learn, lead, and last: Building and sustaining educational expertise (pp. 111-154). San Francisco: John Wiley & Sons, Inc.

RSA #1 -- Professional Learning Communities: Developing a School-Level Readiness Instrument

Online Article: http://www.eric.ed.gov/PDFS/EJ807003.pdf

            This week’s readings focused on what it takes to develop a lasting professional learning community. Both the Martin-Kniep (2008) book and the McRel (2003) article pointed out that you must have a few key understandings: a shared vision or goal, shared decision making and leadership, and shared responsibility for ongoing investigation and research. Although the Martin-Kniep (2008) chapters going further in depth about who participates, how they might be organized, and how the PLC should function in regards to things like frequency of meetings, both readings summarize how a professional learning community should look and carry out its mission.  A big idea in both readings was that trust and support from members of a PLC encourages others to have honest reflection which facilitates growth of the participant and eventually provides better learning opportunities for students. Another important issue is having a climate that supports a learning community. School and even district leadership need to show support and facilitation of a PLC while teachers need to be open and willing to learn and share.

            The article read by Williams, Brien, Sprague, and Sullivan (2008) was a look at the process of developing a “school-based instrument that identifies systemic barriers” that would ultimately hinder the implementation of a PLC at any level. The article takes a hard look at school culture, leadership, as well as teaching and learning at several schools that participated in their study. They used and developed surveys as a tool for measuring whether a school was to engage in a sustainable PLC. The results of their surveys uncovered several issues hurdles that a school will face. Their first finding was that schools are often “rooted in a bureaucratic system” that does little to actually encourage meaningful growth in professional practices and ultimately learning in the classroom (Williams, Brien, Sprague, & Sullivan, 2008). They claim that unless the whole system changes from top to bottom true progress with sustainable PLC’s will not be possible. They also concluded that leadership, namely principals, are very essential to creating a climate that supports professional learning and open communication (Williams, Brien, Sprague, & Sullivan, 2008). Moreover, principals must earn the trust of the learning community by not using their power to bully or judge. They must also embrace the model by providing participants the time it takes for a PLC to function effectively.

.           Overall, the authors had the same ideas about what PLC’s are, who participates, and how they function, but after reading and reflecting on all three sources, I think that it is interesting that they all emphasize leadership and the climate they create as being key success or failure points. When you have a strong leader who is committed to creating a school culture of honesty, trust, and a willingness to learn, you will often find a school ready to implement a professional learning community. Leadership will set the tone for the staff’s willingness to share and work outside of their personal goals.  Williams, Brien, Sprague, and Sullivan (2008) go even further though stating that the entire educational system needs to reevaluate its structure and find ways to make time and supportive climates to facilitate teachers embracing the PLC model and making the standard in education.

References

Martin-Kniep, G. (2008). Communities that learn, lead, and last: Building and sustaining educational expertise (pp. 77-110). San Francisco: John Wiley & Sons, Inc.

Mid-continent Research for Education and Learning (McREL).(2003). Sustaining school improvement: Professional learning community, 1 – 4. Retrieved from http://www.mcrel.org/PDF/LeadershipOrganizationDevelopment/5031TG_proflrncommfolio.pdf

Williams, R., Brien, K., Sprague, C., & Sullivan, G. (2008). Professional learning communities: developing a school-level readiness instrument. Canadian Journal of Educational Administration and Policy, (74), 1-17.

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