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Professional Learning Communities

Professional Learning Communities. Session One AASSA March 2011 Presented by Margaret MacLean. Agenda. Introductions / Agenda Review / Norms Paseo What is a Learning Community ? History and Research base Success Analysis Q and A /Next Steps. Ground Rules ~ Norms ~Commitments.

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Professional Learning Communities

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  1. Professional Learning Communities Session One AASSA March 2011 Presented by Margaret MacLean

  2. Agenda • Introductions / Agenda Review / Norms • Paseo • What is a Learning Community ? • History and Research base • Success Analysis • Q and A /Next Steps

  3. Ground Rules ~ Norms ~Commitments • Write them as a group • Review often • Post them • Confront behaviors that violate them • Revise them regularly • Evaluate as you go

  4. Commitments • Listen for new understandings – note then • Assume positive intentions • Pay attention to time – how it is used • Confidentiality – VEGAS RULES • Balance listening and speaking • If you wonder it ~ask it!

  5. What is your definition of a Learning Community? Quick write What are the attributes? Elements?

  6. What is a Learning Community? Learning communities are groups of teachers working together in a conscious effort to adapt their practice to the learning needs of students today.

  7. Learning Communities: Underlying Beliefs School people, working together, can make real and lasting improvements in their own schools. Educators must help each other turn theories into practice and standards into actual student learning. A key to this effort is the development of a learning community based on public, collaborative, reflective examination of adult and student work. Changing schools happens by changing school culture and not by simply implementing new programs. Collaborative skills can be taught which make efficient use of time, enable every voice to be heard and through structured conversations produces results

  8. How Does Change Happen?

  9. Why Protocols? A protocol consists of agreed upon guidelines for a conversation. It is the structure, that permits a certain kind of conversation to occur A protocol makes it safe to ask challenging questions of each other. Using protocols allows groups to build trust by doing substantive work together. A protocol ensures that there is equity and parity in terms of how each person’s issue is attended to. Protocols build in a space for listening, and give people a license to listen. Protocols make the most of the time people have. The point is not to do the protocol well, but to have an in-depth, insightful conversation about teaching and learning.

  10. Success Analysis • To analyse a successful practice so that you can apply the lessons learnt to future work • In our case we will share a success stories from our work

  11. Success Analysis Identify the success - quick write 3-5 Groups of 3 take turns to: • Share the success story [ 3 min ] • Ask clarifying questions [2 min] • Discuss/reflect on the success story [ 5 min, presenter listens ] • Presenter responds [ 2 min] • Discuss as a tryad [ 3 min] • 15 mins per person x 3 people = 45 mins

  12. The Learning Community Seminar This session has been a snapshot Generally taught as a 3 credit course Prepares participants to work collaboratively to: Examine student work Examine adult work Learn from selected texts Address dilemmas of teaching and learning

  13. How to find out more? • School Reform Initiative • http://www.schoolreforminitiative.org • Margaret MacLean • http://www.teachercollaboration.org • margaret.maclean@ruraledu.org

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