Teachers Learning in Community
Realities and Possibilities
Publication Year: 2010
Published by: State University of New York Press
TEACHERS LEARNING IN COMMUNITY
Download PDF (30.1 KB)
Download PDF (32.3 KB)
As with all long-term field studies, many people have been involved and made significant contributions to the research we conducted and the understandings we developed. Topping our list are the many teachers and administrators in seven school districts in five states who generously shared their time and insights with us. As we fanned out intotheir offices, schools, and classrooms, they graciously put aside pressing...
Download PDF (31.7 KB)
In the last decade, reference to âprofessional learning communitiesâ has dramatically increased in the literature of both education and business. What, in fact, is a âlearning communityâ? What purposes should learning communities serve? How do they operate? How do participants interact? How should they interact to fulfill their purposes? What motivates people to participate in themâor resist them...
1. PROFESSIONAL LEARNING COMMUNITIES FOR COLLABORATIVE TEACHER DEVELOPMENT
Download PDF (69.3 KB)
In the last decade, reference to âprofessional learning communitiesâ has dramatically increased in the literature of both education and business.1 Much of this literature claims that professional learning communities are a major strategy for improving institutions in a changing world. For example, in Professional Learning Communities that Work,Dufour and Eaker (1998) argue, âThe most promising strategy for sus-...
2. CREATING LEARNINGCOMMUNITIES: The Lucent Peer Collaboration Initiative
Download PDF (213.4 KB)
As the Lincoln vignette in chapter 1 demonstrates, analytical conversations among teachers about student work and their own teaching practices can have powerful effects. Teachersâ knowledgeâordinarily tacit and individually heldâis elicited, shared, and critiqued. New roles and practices emerge, new insights develop, teacher learning is en hanced, and deeper understanding about individual studentsâ learning...
3. LEARNING COMMUNITIES: Catalyst for Change or a New Infrastructure for the Status Quo?
Download PDF (98.7 KB)
By the time the school district of Hillsboro, Pennsylvania became part of the Peer Collaboration Initiative, it was already a district on the move. Immediately upon taking the helm, a visionary new superintendent began reassuring her staff and the larger community that the district would âdefinitely be risingâ over the next few years. This was a particularly daring pronouncement; shortly before she took her position as...
4. LEARNING COMMUNITIES IN AN ERA OF HIGH-STAKES ACCOUNTABILITY
Download PDF (67.7 KB)
When the federal legislation known as No Child Left Behind became law in 2001, Florida school systems were already grappling with the state-mandated A-Plus Accountability Program enactedin 2000. As was true in many other states, Floridaâs âA-Plusâ legislation measure school effectiveness through a standardized test: the FloridaComprehensive Assessment Test (FCAT). A central feature of the policy...
5. CONTEXT AND COLLABORATION: Growing the Work in New Jersey
Download PDF (83.6 KB)
This book opened with the declaration that teachersâ professional learning communities offer one of the more promising prospects for improving schools. At the same time, it was acknowledged that there are few road maps for just how that might happen. This chapter relates the stories of three districts in New Jersey supported financially, developmentally, and conceptually by the Alcatel-Lucent Foundation to...
6. DEEPENING THE WORK: Promise and Perils of Collaborative Inquiry
Download PDF (98.4 KB)
There is a widening consensus that the quality of studentsâ educational experiences has everything to do with the quality of their teachers. While opinions differ about how to ensure âquality,â most of those writing about improving schools agree that top-quality teachers know how to craft engaging, effective learning experiences for students despite shifting demographic, social, and economic conditions. Because...
7. WHATâS TO NOT LIKE ABOUT PROFESSIONAL LEARNING COMMUNITIES?
Download PDF (67.9 KB)
Afood-loving friend of mine once said about fudge, âSugar, chocolate, butterâwhatâs to not like?â Likewise, we might say, about the concept of professional learning communities: collaboration, an inquiry orientation, an intention to help teachers and students learnâwhatâs to not like? Indeed, the phrase âprofessional learning communitiesâ(PLCs) has assumed an honored place in the current jargon of education...
8. A LOOK TO THE FUTURE
Download PDF (57.4 KB)
Throughout this book, the authors have scrutinized learning communities in action, weighed the relative hospitality of their local contexts, and raised questions about their viability and potential. They have depicted learning communities as faltering in the face of serious obstacles and pressing demands, but they have also described scenarios in which these communities seem to be thriving...
ABOUT THE AUTHORS
Download PDF (33.6 KB)
DICK CORBETT is an independent educational researcher who spends his time studying school reform, primarily in low-income settings. Recent projects include examining efforts funded by the Benwood, NEA, Osborne, Lyndhurst, and Public Education Foundations to raise student achievement at all levels of the Hamilton County, Tennessee...
Download PDF (88.0 KB)
Page Count: 204
Publication Year: 2010
Series Title: SUNY series, Restructuring and School Change
Series Editor Byline: H. Dickson Corbett, Betty Lou Whitford