Learning Communities

1. Learning Communities

2. Building Learning Communities A learning community: • Exists when a group of people commit themselves to continual learning and to supporting others in continual learning. • Stimulates ongoing, collective inquiry into teaching and learning. • Involves everyone in rigorous learning experiences. • Produces higher student achievement. David Collins, Achieving Your Vision of Professional Development

3. How Is Your School a Learning Community? • Read through the characteristic activities of learning communities. • Check activities that happen consistently at your school. See if you derive the same benefits from those activities as the ones listed. Add any other benefits you feel have been generated. • Are there any activities you feel would be valuable to institute at your school. Why? Discuss how you might initiate those activities.

4. Grade-Level Meeting Video • Watch the video of a grade-level meeting with two teachers and a coach discussing one student’s QRI and the instructional implications. • Principals: Take notes on how the discussion impacts the teachers’ thinking. Also notice how they use CBLA data as Assessment FOR Learning. • Coaches: Take notes on how this grade-level team is an example of a learning community and how the coach supports that.

5. Turn and Talk • How did this discussion impact teachers’ thinking? • How do you think this discussion will impact student instruction? • How did they move CBLA testing along the continuum from Assessment OFtoward Assessment FOR? • What learning community characteristics were exemplified in this meeting? How did the coach support it?

6. Revisit: Goal for this Session To provide processes and tools for you to use as you engage your faculties in: • Sustained, onsite professional development in an atmosphere of a learning community that: • Builds capacity and collegiality, • Improves teaching quality, and • Focuses on student achievement. • using Assessment OF and FOR Learning.