contextualising and sustaining the practice of professional learning communities (plcs)...
TRANSCRIPT
CONTEXTUALISING AND SUSTAINING THE PRACTICE OF PROFESSIONAL LEARNING
COMMUNITIES (PLCS)
EduExcellence Conference 28th November, 2015
IIT Delhi
A CASE STUDY EXPLORATION OF AN INDIAN SCHOOL IN AHMEDABAD GUJARAT
SIGNIFICANCE OF TEACHER PROFESSIONAL LEARNING
Innovation in teacher practice Enhancement in student learning Opportunities for self awareness, personal
and professional growth amongst teachers Opportunities for individual and collaborative
learning through reflection
Significant Educational Goals For Learning Centred Schools
DIVERSE TERMINOLOGIES TO REPRESENT THE PRACTICE OF
PROFESSIONAL LEARNING COMMUNITY
learning communities, communities of practice, professional communities of learners, communities of continuous inquiry and
improvement, learning organizations, professional schools, problem-solving schools or teacher learning communities
(InPraxis Group Inc., 2006).
PROFESSIONAL LEARNING COMMUNITIES - SOME DEFINITIONS
A Teacher Learning Community is:
‘… an inclusive group of people, motivated by a shared learning vision, who support and work with each other, find ways inside and outside their immediate community, to enquire into their own practice and together learn new and better approaches that will enhance all pupil’s learning.’ Stoll, 2006
‘…a group of teachers sharing and critically interrogating their practice in an on-going, reflective, collaborative, inclusive, learning-oriented, growth promoting way (Mitchell and Sackney 2000; Toole and Loius 2002 in Stoll and Louis, 2007, p. 2) towards both the mysteries and problems of teaching and learning (Hord, 1997, p. 6)
‘A school learning community is one that promotes and values learning as an on-going, active collaborative process with dynamic dialogue by teachers, student, staff, principal, parents and the school community to improve the quality of learning…’ (Roberts and Pruitt, 2003, p. 6)
PRACTICES / PROCESSES ASSOCIATED WITH PLCS
Collaborative planning (Hord, 1997) Shared practice and collaborative reflection
on practice (Hord, 1997) Peer observation, reflection and feedback
(Hord, 1997) Study groups (Murphy, 1991; Marsick and
Watkins, 1994) Engaging in other professional development
activities (Hord, 1997)
UNDERLYING PARADIGM A SHIFT IN FOCUS FROM PROFESSIONAL DEVELOPMENT TO PROFESSIONAL
LEARNING
Professional Development Paradigm
Developing ‘knowledge for practice’
Underlying assumption -teachers need to be constantly upgraded to know more in order to improve practice
Professional Learning Paradigm
Developing ‘knowledge on practice’
Underlying premise - teachers as professionals gather a wealth of experience in their practice
Individual and collaborative reflection on practice can serve to enhance it further.
UNDERLYING CONCEPTIONS OF LEARNING
Professional DevelopmentAcquisition of new knowledge and skills
Professional LearningAnd reflection on existing skills and ‘knowledge of practice’ to encourage construction and co-construction of meaning.
CORE CHARACTERISTICS / ATTRIBUTES THAT MAKE PLCS SUSTAINABLE AS PER
RESEARCH
A sense of shared values, vision, understanding Individual and collective professional learning Shared personal practice and collaborative
reflections Deprivatisation of practice Inclusive membership and non-hierarchical set-up A sense of collective responsibility for all pupils’
learning. Supportive and shared leadership A culture of trust, respect and mutual support
THE CASE STUDY
AIM OF THE STUDY
The research aims to enhance the current understanding of teacher professional learning by exploring the practice of teacher learning communities (TLC).
It aims to understand the perceptions and experiences of teachers and leadership regarding the influence of the TLC as a practice (individual and collaborative learning processes ) on classroom teaching and student learning.
It also aims to create literature on Professional Learning practices being implemented in the private school sector through an exploration of a private kindergarten and primary school in India.
It also aims towards contributing to epistemological knowledge regarding how knowledge is acquired amongst teaching professionals.
It intends to identify specific processes and practices undertaken by Teacher Learning Communities that facilitate teacher professional learning.
RESEARCH QUESTIONS:
What can be learnt about teacher professional learning through a case study of a private kindergarten and primary school in India (Gujarat – Ahmedabad) that has adopted the practice of Teacher Learning Communities?
What are the perceptions and experiences of teachers and the leadership at the school regarding the impact of the Teacher Learning Community Practices on teaching and student learning?
SCHOOL CONTEXT
Private school set-up offering national and international curriculum in the urban context
Pre-school, Kindergarten and primary school (grades 1-5)
Children and teachers from multi-ethnic backgrounds
RESEARCH DESIGN Qualitative Research Study
A Case Study Approach to enquiry
Appreciative Enquiry (Dr. Sue Annis Hammond, 2009)
Sampling strategy: purposive sampling for the empirical setting
Voluntary sampling procedure for research participants
Sample size: 14 voluntary participants Kindergarten Teachers (5)
Primary teachers & Academic Resource Team Members (6)
Academic Director, Kindergarten & Primary Principal (3)
Data Analysis: Thematic analysis of data into clusters of meaning’ (Creswell, 2007, p. 60).’
DATA COLLECTION METHODS AND TOOLS
OBSERVATIONS of the collaborative learning processes (video recorded)
OBSERVATIONS of the Study Group interactions (video recorded)
Book and journal article reviews and presentations Peer observations, feedback and reflections
Semi-structured interviews (video/audio recorded)
WITNESSING SOME OF THE COLLABORATIVE LEARNING PROCESSES AND UNDERSTANDING THE PERCEPTIONS AND EXPERIENCES OF SOME TEACHERS REGARDING TLC
Video watch and audio clippingsAcademic reflection meeting (ARM) – pre-
schoolBook review and journal article reflections
and presentations Primary teacher interviewPre-school teacher interview
OBSERVATION AND REFLECTION QUESTIONS
How is the process undertaken? What are some of the issues discussed
and how are they dealt with? How do you think the leadership responds
to some of the emerging issues and concerns?
In what way do you think members of learning community are contributing to each other’s learning?
FINDINGS AND DATA ANALYSIS:SOME EMERGING THEMES AND SUPPORTING EVIDENCE FROM
OBSERVATIONS, VIDEO RECORDINGS AND INTERVIEWS
EMERGING THEMES - QUALITATIVE FACTORS ESSENTIAL FOR LEARNING COMMUNITIES TO FUNCTION EFFECTIVELY
Supportive leadership Shared leadership Interdependence in terms of learning
(Opportunities for Peer Learning) A culture of trust and respect
LEADERSHIP SUPPORT
Leadership encouraged teachers to think deeply and collaboratively by raising questions rather than imposing their own thoughts upon them.
E.g. 1 Reflection on food project (objective behind sharing favourite recipes)
E.g. 2 Reflection on providing choice during learning centres for creative activities
E.g. 3 Suggestions on techniques to respond a behavioural challenge of disruption
E.g. 4 Encouraging new teachers to promote enquiry and self discovery than disseminating information
E.g. Encouraging on collaborating for innovative display ideas (photographs of children engaged into activities, conversations between children, art work, etc.)
SHARED LEADERSHIP
Teachers are also encouraged to take the lead in facilitating the professional learning of their peers based on their individual strengths and capabilities identified by the leadership.
E.g. 1 Teacher leading the collaborative reflection processes amongst team.
Teacher conducted workshop on use of Montessori equipment for colleagues
Pre-school teacher lead the planning, conceptualisation and implementing of special events
Another teacher is responsible for taking the lead in planning and organising the study group interactions for the pre-school teachers.
PEER SUPPORT AND PEER FEEDBACK:OPPORTUNITIES FOR PEER LEARNING AND
SHARED THINKING
E.g. 1 choreographing the annual day musical event
E.g. 2 Planning the math class in collaboration E.g. 3 Peer feedback concerning indoor free-play
activity E.g. 4. difference of opinion regarding use of diverse
method of reading
A CULTURE OF TRUST IN THE ENVIRONMENT
E.g. 1 transparency and openness to share the challenges like behavioural issues faced in the classrooms during collaborative reflections
E.g. 2 teachers encouraged to share classroom concerns regarding teaching practice.
E.g. 3 Encouraged to share academic and behavioural challenges that they are faced with individual children in their class so that they can be provided with support
Teachers trust each other to help one another. E.g. a teacher struggling with how to deal with abstract concepts concerning nutrients
IMPACT OF THE PRACTICE ON TEACHING PRACTICE AND STUDENT LEARNING AS REPORTED BY THE RESEARCH PARTICIPANTS
Study groups – This process lead to knowledge building, critical appreciation of what the teachers read and also develops confidence amongst the teachers as per the pre-school principal. According to her teachers have become more aware, they use appropriate terminologies, their approach towards teaching and students has changed. Such presentations also lead to shared learning since the teachers get an opportunity to share about what they have read with their peers and in return some of the peers get motivated to try out those ideas in their own classroom.
E.g. 1 The teachers seem to contextualise and also do a critical reflection on the book – ‘How to bring nature into the classroom?’ Critical reflection on the involvement of parents in the Indian context for such an exercise being implemented in the classroom. E.g. 2 the tortoise-blindfold activity
E.g. 3 theoretical concepts – learning theories of Piaget were discussed during the study group presentations in a creative manner so that the participants find it engaging and interesting.
E.g. 4 teachers have now developed so much confidence with the study group presentation platform that they are now confident enough to take workshops for the parents as reported by the pre-school principal
E.g. 5 A senior kg teacher (pratibha) shared the example of how reading a journal article and an article on the university of Illinois website helped her to plan her lesson on the theme shadows and light and how it had made learning interesting for her pupils.
E.g. 5b When they read the book on ‘How to enhance self esteem in young children, they started allowing their children to select their own works for classroom displays in order to enhance their self esteem.
IMPACT OF THE PRACTICE ON TEACHING PRACTICE AND STUDENT LEARNING AS REPORTED BY THE RESEARCH PARTICIPANTS
Peer observations through pre-recorded videos – teachers get an opportunity for self reflections and peer feedback. E.g. 1 on hard and soft objects lead to peer learning through feedback from colleagues.
Teachers appreciate peer learning and feedback since they believe it leads to improvement
Workshops: Skill building workshops help teachers to apply theory into practice. These workshops are conducted once in two months and the themes for the same are need-based determined on the needs of the teachers.
E.g. 1 According to the pre-school principal, during the workshop on creating authentic assessment portfolios, the teachers were provided with a hands on learning experience to create an assessment portfolio for a child in their class considering all domains of learning. They also simultaneously wrote a reflection on the process the children underwent while selecting samples. For example how the children selected the colours they wishes to use and what they wished to do on their own for the activity.
E.g. a sr. kg teacher named pratibha suggested that she prefers peer learning opportunities since it leads to improvement in teaching at the same time she appreciates workshops more since she says she gets knowledge from experts on the subject. For example, she learnt about setting up 3 corners for the art activity during a workshop on how to use art in the classroom.
THANK FOR YOUR TIME AND COOPERATION
RESEARCHER: MS. ASHRAF VISHRAM
IOE MA – CURRICULUM, PEDAGOGY AND ASSESSMENT
ETHICAL CONSIDERATIONS: VOLUNTARY PARTICIPATION, PRIVACY, CONFIDENTIALITY AND ANONYMITY There was voluntary participation on part of the research participants. Consent taken through a voluntary consent form post the initial briefing on the project for video recording and interviews for the research project
The participants were informed that the data obtained through the project will be utilized only for research purposes and prior permission will be sought for further use in terms of publication or future research.
Besides they were informed that they are entitled to privacy, confidentiality and anonymity which will be maintained regarding the data gathered especially since they have willingly and generously giving their time and point of view for this project.
Individual data from research participants was collected in privacy through the support of school leadership
The name of the school will not be divulged through the project report.
Video recorded data of collaborative learning processes and audio recording of individual interviews will be password protected on the systems
ETHICAL CONSIDERATIONS: VOLUNTARY PARTICIPATION, PRIVACY, CONFIDENTIALITY AND
ANONYMITY
Research participants can have access to any personal data stored in relation to them and will be provided copies of reports and publications arising from the project.
Transcripts of interviews will be provided for review and amend.
Follow-up clarifications will be made through electronic media via email or telephone (if need be)
Fictional names / pseudonyms will be used in the reports so that readers get a better perspective regarding specific participants. This will also help impersonate the same gender and ethnic group of the participants.
The participants will be provided with a brief summary of the findings and later a copy of the report before the final submission of the dissertation.