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Professional Learning Communities

Professional Learning Communities. Transforming School Cultures with Critical Friends Groups Margaret MacLean. Agenda. What is a Learning Community ? History and Background Why protocols? Stories from various schools MICROLABS* THREE LEVELS OF TEXT* Q and A.

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Professional Learning Communities

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  1. Professional Learning Communities Transforming School Cultures with Critical Friends Groups Margaret MacLean

  2. Agenda • What is a Learning Community ? • History and Background • Why protocols? • Stories from various schools • MICROLABS* • THREE LEVELS OF TEXT* • Q and A

  3. What is your definition of a Learning Community? • Quick write / pair and share • What are the attributes? • What are the essential ingredients?

  4. 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. The focus of a Learning community is STUDENT learning.

  5. How Does Change Happen?

  6. Critical Friends Groups - History • Begun in 1996 at the Annenberg Institute at Brown University • Began to put the research into practice with schools and teachers in the field • Collaborated on the development of the work • Now an organization with an annual meeting and systems for sharing the work developed http://www.schoolreforminitiative.org Their purpose is to improve teacher practice, to increase student achievement and promote whole school improvement.

  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 produce results

  8. 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.

  9. Critical Friends Group Training Prepare participants to work collaboratively to: • Examine student work and adult work • Peer Observation • Learn from selected texts • Address dilemmas of teaching and learning • For credit course 3-5 days / 2 weekends with practice in between • Onlinecourse follow up option Coaching

  10. CFG’s in International Schools • A match for teachers in isolated settings • SIX schools – • SIX models for implementation • American School in Japan – 2004 - ongoing • Seoul Foreign School -2006 • Shanghai American School -2007 - 2009 • American International school of Mozambique – 2009 • FMV Ayazaga Isik Lisesi,Istanbul Turkey – 2009 – ongoing • International School of Tanganyika - 2011

  11. Microlabs • Form triads and number off - 1,2,3 • Each person has equal time to talk • The listeners should not interrupt, interpret, paraphrase, analyse, give advice or break in with a personal story

  12. Question One • One minute think time • What are you currently working on in your practice as an educator? • How are you trying to improve? • What do you hope will be the result of your learning?

  13. Question Two • Given who you are and your current role in your school what does your leadership style look like and sound like in practice? • What has your style helped you accomplish ?

  14. Question Three • How is your school an effective learning community? • How is it not? What are the challenges?

  15. Three Levels of Text • Read and identify a section of the text that you find significant • In rounds – • LEVEL ONE share the section [read it aloud] • LEVEL TWO say why you chose it • LEVEL THREE what are the implications for your practice? • DISCUSS as a group [approx 3mins ] • Move to the next person – each person 5-6 min max

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

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