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February 1, 2003
Study Groups Strengthen the Learning Community
By Barbara Bray
Staff developers certainly have their work cut out for them, considering that teachers have such a wide range of experiences, abilities, and even beliefs about technology. In addition, many have preconceived views about how technology can or cannot be used within their curriculum.
While it is true that technology can play a large role in developing the learning community through online discussion groups, courses, and resources, it is also true that teachers will not go online if they do not have the time, support, and resources.
Professional Development
Professional development traditionally is not part of the culture of the school day. Still teachers are finding creative ways to develop constructivist approaches to teaching within the traditional system. Separate in-services may provide teachers skills or theories that they can then later take back to their classrooms. But because of limited time, this may not happen. Funding priorities tend to purchase things, not time, so there is little on-going follow-up on the initial in-service. But only with time and with the teacher's determination will the new knowledge be incorporated into the curriculum.
The administration needs to allow for risk-taking, because even the best ideas may fail. Every class is different. Sometimes a teacher who feels isolated may try something new and fail, which can be totally devastating. Teachers join the profession to make a difference. If they continue to fail and have no time to reflect on what happened, they will stop trying new projects and may become disenchanted with teaching.
Another factor may be that the technology may not work just when you need it, so teachers always have to have a backup plan for every lesson that includes technology. Teachers need time to reflect on their day - what worked, what didn't work, and why.
Study Groups
Coaching teams and study groups can be the foundation of your professional development program (Joyce and Showers 1996) if they're built into the school day. This type of collegial work provides an opportunity for growth not realized when working in isolation in the classroom. Peer coaching teams can support teachers after the initial in-service with two to three teachers forming small study groups. Time needs to be built into the weekly schedule for these teachers to develop the shared language and common understanding which are necessary for acquiring new knowledge and skills. Usually, we teach skills without the knowledge base to implement the skills successfully. Larger study groups of teachers from different schools can focus monthly meetings on similar interests or projects. This study group, more like a user group, has the time to share projects, ideas, and invite experts to answer questions. A smaller study group where a coach is available to work one-on-one with the teacher will help them in the classroom. Modeling, observations, and on-going feedback give the teacher the support necessary for real change. Each teacher can keep a portfolio of work, ideas, and reflections to share in study groups.
Study Groups Beyond the Classroom
Ideas from study groups can also be shared through an online threaded discussion area, a listserv, and a Web site that archives discussions and projects. Being able to share ideas face-to-face during the day and online at any time from anywhere creates a sustainable professional learning community. Administrators can join the study group's on-line discussions to ask for feedback on budget or purchasing issues. Parents can post concerns and share ideas from the community. Students can be part of a study group that includes the teacher and their parents, so they can take an active role in what they best need to accomplish for understanding.
An environment where teachers, administrators, students, and parents participate in collective inquiry and reflection provides opportunities for all to solve problems, address student needs, and learn from each other. With standards, testing and technology, teaching is more complex than it used to be. Teachers need a supportive environment that allows for time to network, share, reflect and learn. Yet it's not a simple matter to change from a traditional organization to a school where everyone has a say in teaching methods and classroom practice. Shared decision making is a factor in curriculum reform that will transform teaching in some schools. To have this happen, time is needed for teachers to work together in planning instruction, observing each other's classroom, and sharing feedback. (Darling-Hammond, 1996). This and other types of study groups will make a learning community that benefits all students.
Opportunities for Success
The five aspects of successful professional learning communities compiled by the Southwest Educational Development Laboratory include (1) supportive and shared leadership; (2) collective creativity; (3) shared values and vision; (4) supportive conditions; and (5) shared teaching and learning practices. (SEDL, 1997). This online resource is a collection of articles that state that without a supportive environment, teachers are not as committed to the school's improvement efforts.
A principal who has a collegial relationship with teachers and shares decision-making with the staff will find teachers more willing to actively participate in professional development. Teachers who have opportunities to collaborate and contribute to a shared vision will own the vision and want to see it become a reality. Schools were designed around structured periods of time that leaves little time for informal discussions. And learning new teaching strategies won't happen with a one or two hour workshop after school. Learning happens all day. An effective professional learning community is one where there is time for sharing, teaming, coaching and learning from each other and from their students at any time.
Technology adds new dimension to this learning community. It's a given that technology use in schools is not going away any time soon. Although some teachers are reluctant to use technology, even for personal use, the majority wants to learn and adapt technology. I fact, there are few other professions that ask so much of its practitioners: teachers are not only supposed to be experts in a curricular subject or grade level, now they need to be technology proficient. Imagine finding out that not only do you have to teach a new subject or grade level, but that you're also responsible for integrating technology. Just imagine having to learn a new curriculum, new technology, how to teach it to your students, and then creating lessons that integrate technology. The building of a learning community on-site and online based on study groups gives the support needed to encourage teachers to try new ideas and for students to use inquiry effectively so they can be successful in any endeavor.
Email: Barbara Bray is president of Computer Strategies, LLC and My eCoach. She moderates the CUE techstaffdevelop listserv and writes PDQs for TechLearning.com where you can also submit tips.
Copyright 2002, CUE, Inc. Reprinted with permission.
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