Professional Learning Communities - Case Study Example

Case Study in Professional Learning Communities Name Education Professor ------------- April 16, 2003 Background This is an era of institutional reform in which exploration and testing are two major components. In order to make teaching practices more collaborative and effective, institutions are continually devising methods and means to make the reforms successful. One of the methods employed is PLCs or Professional Learning Communities, which have replaced what has been proverbially known as the 'lone wolf teacher'. The shift is more towards communication and leadership through shared vision, supportive conditions, collective learning, and shared personal practice. However, some times PLCs are defeated for the very purpose for which they are implemented when lack of communication in an institution becomes a major issue. The issue rears its head particularly when communication emphasizes the need for accountability and the necessity of building collaboration to ensure the institutional progress. This, as on date, is a real-time concern that schools of today are facing, for example. There is no doubt that in current institutional circles, particularly schools, PLCs have become very popular (DuFour, 2004). Borrowed from the realm of business, which used it initially to learn, PLCs in institutions are now talked about as a resource which when implemented by adults who teach are going to greatly improve students who learn. In the light of this background this case study is an account of a problem situation on PLC, exploration of factors that led to it, analysis of characters' perspectives, strategies used to resolve the problem, further ramifications, and theories governing the most appropriate approach. The problem Darling-Hammond & Richardson (2009) have pointed to the effectiveness of job-embedded, sustained, collaborative teacher learning strategies. However the problem is perceptible when it becomes unclear as to how well and how far does the process of implementing PLCs as a job-embedded framework of professional development improve efficiency of teachers and subsequently those of students' achievements? The problem, when seen in the light of enormous amounts of resources and time spent in institutions like schools, attracts greater concerns. And the problem attains negative ramifications when the stakeholders, which are in this case are teachers, behave in an unexpected manner. There are a number of factors responsible for this. One factor is that some teachers, despite being in a shared atmosphere, isolate themselves internally to 'stay enclosed with their own inadequacies', which they feel are only inherent to them. Rosenholtz (1989) has remarked that since teachers find it potentially stigmatizing and embarrassing, they avoid seeking help. This is because they feel their professional adequacy could be threatened by coming out in the open. Another factor is the line which is normally not drawn clearly as to what PLC envisions and what do teachers themselves desire. Senge (1990) has stated that people do not mind expanding their capacities when they expect the results they themselves desire to see. Such scenarios normally set the collective aspiration free. Main characters' perspectives This paper would like to highlight the unusual case of two teachers' identities. These two teachers were Sarah and Sanya, had different identities and formed classic examples of the importance of teacher identity in a PLC. Sarah had a Diploma in Education and an Advanced Certificate in Education. She specialized in secondary school level teaching, with Physical Science and Mathematics being her major teaching subjects through 11 years of her experience in secondary school teaching. She was with the current school for the last 4 years teaching Mathematical Literacy. Sanya, on the contrary, had a Senior Primary Teaching Diploma, and she taught Physical Science and Mathematics. Her teaching experience was 5 years; for the last 3 years she was with the current school. Sarah's attitude towards other mathematics teachers in the school was sharing, collaborative-based. She consulted one or all of them when she felt she had a problem with anything pertaining to her subject. However, in the process of being collaborative she was sometimes heard remarking that she provided more help to other teachers than what she got in return. But that happened only rarely. Overall, her reaching out to other teachers reflected her sense of sharing and community. Sarah did this, as she had once put it, as an 'engaging way of learning". But again, she would sometimes remark that the greatest impediment towards collaborative learning was that some teachers exploited her through the gain that they got in knowledge when she approached them for problem-solving. Sanya, on the other hand, described her consultations with her colleagues as ones arising from her need to seek help in solving challenges. She always stated that she was in the process of learning and thought it wise to consult more knowledgeable teachers of her group. However, it had never happened that any of the teachers, either at or not par with her, had approached her ever. She had no problems being identified simply as a learner. One striking similarity between the two teachers was that their engagement with other teachers was limited. And one stark difference between the two was that both were attempting to learn from other teachers, but each, in the context of engagement, placed herself differently. Sarah though she was being exploited when she intended to learn, and Sanya thought she only learned. Sarah’s notion of consultation was both collaborative and exploitative and Sanya’s notion of consultation was only that of collaboration. Strategies and approaches Graham & Phelps (2003) have remarked that teachers' identities are carved out from the perception of their work. Teachers engage in the creation of their identities from the beginning of their careers (Walkington, 2005). Teacher's competencies, behaviors, and practices are determined by his or her professional identity. Relevant to the case of Sarah and Sanya is Flores & Day (2006) remark that a teacher's identity is shaped by his or her perception of self and the environment in which they function. In order to synergize teacher identities, like that of Sarah and Sanya, their understanding of professional learning communities can be enhanced. Research has validated the effectiveness of collaboration towards improving teachers' identities, apart from heightened levels of work satisfaction. Ramifications of these approaches Bandura (1977) has stated that learning in community or social learning with others have remarkable impact on the knowledge of self and creation of knowledge. This is governed by principles of social learning theory which states that educators experience a shift in their perceptions and ideas when they learn in groups. When the learning takes place among dissimilar thinkers it results in the desired cognitive dissonance, which is important because it creates the needed reflection. Consolidation of dissonance changes and develops teacher identity further (Parkinson, 2008). In order to bring about sustained improvements in teacher identity, deconstructing and reconstructing, and reflecting and stopping are essential cornerstones (Mitchell & Sackney, 2000). Sarah and Sanya have identified small communities of their own around which they keep on reflecting its members and themselves. They are missing the larger picture of a consolidated community, which is wider and vast. So as to locate themselves in potential and current practice, it is essential for teachers to engage themselves in a broader rather than narrow dialogue, explore several rather than one resource and share and pick ideas from a larger canvas (Coldron & Smith, 1999). Wenger and Snyder (1998) have remarked that PLCs are about developing a satisfying identity, being human in the first place, about knowing and living and working together coherently and meaningfully. A teacher must realize that the purpose of his or her is to create meaningful work as part of group which is going to make important contribution to student learning outcomes. If PLCs achieve this goal, teachers find value in their work and develop a sense of belonging with the group, the work and the outcome. Individual perceptions appear meaningless in front of broader group aims. Most appropriate approach The most appropriate approach would be to start with teachers' knowledge. This is because the wisdom of practice gets dignified by it, breaks the teachers' isolation instantly, creates an atmosphere of acknowledgement and forms a foundation for a PLC (Lieberman & Mace, 2009). PLC should not intend to highlight teacher weaknesses. Instead, it should shine light on such strategies, practices, and ideas which have been seen improving student learning. Once this is accomplished, rest becomes easy to build on. Teachers are normally drawn in to an environment towards which they have developed a sense of belonging and which assures them that their work is being rewarded by better student outcomes. It creates an overall sense of well-being. This state of positivity even helps them strengthen the group when they see it is falling apart. Underpinning theory Teacher identity can be recognized by both its richness and its complexity. As a result of this it needs to be nurtured in an atmosphere which is surrounded by open communication and mutual respect (Sachs, 2001). Such an atmosphere can be created by establishing relations in social space. Thus the theory underpinning the scenario given in this case study can be achieved by following principles of social learning theory. References Bandura, A. (1977). Social learning theory: New York, General Learning Press. Coldron, J., & Smith, R. (1999). Active location in teachers' construction of their professional Curriculum Studies, 31(6), 711-726. DuFour, R. (2004a). The best staff development is in the workplace, not in a workshop. The Journal of the National Staff Development Council, 25(2), 63-64. Darling-Hammond, L., & Richardson, N. (2009). Teacher learning: What matters? Educational Leadership, 66(5), 46-53. Flores, M. A., & Day, C. (2006). Contexts which shape and reshape new teachers' identities: A multi-perspective study. Teaching and Teacher Education, 22(2), 219-232. Graham, A., & Phelps, R. (2003). 'Being a teacher': Developing teacher identity and enhancing practice through metacognitive and reflective learning processes. Australian Journal of Teacher Education, 27(2). Lieberman, A. & Mace, D. (2009). The role of "accomplished teachers" in professional learning : Uncovering practice and enabling leadership. Teachers and Teaching: (4), 459-470. Mitchell, C., & Sackney, L. (2000). Profound improvement: Building capacity for a learning . Lisse, The Netherlands: Swets & Zeitlinger. Rosenholtz, S. (1989). Teacher’s workplace: The social organization of schools. New York, NY: Longman. Sachs, J. (2001). Teacher professional identity: competing discourses, competing outcomes. Journal of Education Policy, 16(2), 149-161. Senge, P. (1990). The fifth discipline: The art and practice of learning organization. New York, NY: Currency Doubleday. Walkington, J. (2005). Becoming a teacher: Encouraging development of teacher identity through reflective practice. Asian Pacific Journal of Teacher Education, 33(1), 53-64. Read More