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The
term "learning community", as well as the idea of improving
schools by developing "professional learning communities", has
surfaced as the current ideology (SEDL, 2004; DuFour, 2004). It has been
used to reflect a number of scenarios, such as working on projects with
the community, bringing people from the community into the school, engaging
teachers in divisional meetings, or gathering of administrative teams
for professional purposes. Although definitions vary, research has suggested
that professional learning communities are usually characterized by shared
values and vision, collective responsibility for pupil learning, reflective
professional inquiry, collaboration, and the promotion of group, as well
as individual learning (eplc, 2004).
Six
Specific Characteristics of Professional Learning Communities
As a result
of society's loss of faith in our education system, Rosenholtz, in the
1980's, brought teachers' workplace factors into the discussion of teaching
quality. He found that support, co-operation among colleagues and growing
professional roles increased teacher efficacy in meeting student needs
(SEDL, 2004). Rosenholtz's findings were soon confirmed by other researchers,
suggesting that when teachers had opportunities for collaborative inquiry,
shared decision making, and the transforming of the role of the teacher,
they were participating in positive activities that are now known to characterize
professional learning communities. Since then, the concentration on technology
and knowledge-based curriculum has culminated into several on-going, concurrent
initiatives which reflect inclusion, literacy, student success, and character
education, to mention a few. Schools are not just to offer education but
to ensure that learning is taking place. Nonetheless, more is required
than merely launching initiatives or arming all classrooms with new texts.
Without the full participation of school staff and their willingness to
change the status quo, any results will be short-lived and ineffective.
Thus, in order for new initiatives to become sustained, successful changes,
the establishment of a professional learning community has become the
strategy with which to introduce and nurture change. Teachers will need
to engage in school wide, collaborative collegial activities that have
the enhancement of children's learning as their purpose (SEDL, 2004).
This innovative strategy involves investing in teachers' professional
development, managing conflict, nurturing collegiality, and shared decision
making.
Professional
learning communities can be a significant force for empowering staff that
leads to school change, improvement, and increased student learning. Positive
results for staff included a reduction of isolation of teachers, increased
commitment to the mission and goals of the school, shared responsibility
for the total development of students, increased meaning and understanding
of the content and strategies used in teaching, greater overall job satisfaction,
lower rates of absenteesim, commitment to making significant and lasting
changes, and an openness regarding new knowledge and beliefs about teaching
and learners (SEDL, 2004).
Characteristics
Associated with Improving Schools
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This
module was authored by Sue Willis, 
