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Kathy Headley

Building School-Based Teacher Learning Communities: Professional Strategies to Improve Student Achievement Milbrey W. McLaughlin & Joan E. Talbert Teachers College Press (2006). Kathy Headley. What do they do? Build & manage knowledge

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Kathy Headley

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  1. Building School-Based Teacher Learning Communities: Professional Strategies to Improve Student Achievement Milbrey W. McLaughlin & Joan E. Talbert Teachers College Press (2006) Kathy Headley

  2. What do they do? • Build & manage knowledge • Create shared language & standards for practice & student outcomes • Sustain aspects of their school’s culture vital to continued, consistent norms & instructional practice School-Based Teacher Learning Communities

  3. Teacher Learning Communities • Technical Culture • Ss can achieve at high academic standards • Ss active in content learning • Discipline-based concepts across curricula • Subject and Ss knowledge connected • Performance Assessment with standards-based rubrics; feedback for improvement • Professional Norms • Teaching/learning collaboration; mentoring • Collective expertise • Organizational Policies • Course/class rotation and sharing for equity & learning • Resource creation and sharing

  4. Developmental Levels of Inquiry-Based Reform (Novice, Intermediate, Advanced) • Teacher Community (Adv) • Focus on improved practice & shared accountability • Shared Leadership (Adv) • Ownership of reform work among majority faculty • Focused Effort (Adv) • Coherence of school reform efforts • Data Use (Adv) • Developing systems for managing data • Inquiry Procedures (Adv) • Connecting school, unit, & classroom inquiry focus and practices

  5. Joint work on instruction Effective learning environment designed and guided to support work Proactive administrator support and extensive teacher leadership Developing Communities of Practice in Schools

  6. Knowledge-centered Learner-centered Assessment-centered Community-centered Promoting Learning in the Community

  7. Complementarity • School communities focus on evidence of student learning and collaboration to improve teaching and learning. • Interdependence • Off-site professional development strengthens the community and contributes to on-going learning. • Synergy • School improvement/student achievement correlated to facilitated (and supported) work of school learning community, classroom coaching, and intensive off-site PD. Implications for Teacher PD Systems

  8. Don’t forsake the administrator. If you want teachers to get involved in learning, get the administrator involved first.-Philadelphia middle school principal(McLaughlin & Talbert, p. 80)

  9. Effective Instruction • Student Work and Data • Professional Development • Shared Leadership • Resources • Families and Community • Boston’s Whole-School Improvement Plan A Comprehensive Plan

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