Though educators may be able to learn well by themselves, they may need structures in place when learning to learn with others1. “The productivity and adaptability of schools can be enhanced by creating structures that facilitate collaboration among teachers.”2 The nature of structure can differ depending on the size and context of any given group. It’s easier to start out with high structure and then back off as a group comes into its own than to try to introduce structure later on3. Using process protocols, roles, norms, ways of balancing participation, and format design are different ways to implement structure4. One structure modeled and discussed throughout our class was the concept of grounding, helping to create community and set the stage for an open and collaborative learning forum5. Both large (strategic) and small (tactical) structures can be used to foster professional learning, including reflective practices6. A variety of learning designs such as action research7, video clubs8, on-the-job learning9, listening to students10, collaboration11, shadowing12, and/or teaming13 may also be used intentionally to create structure. In a “feisty” group, having a high degree of structure can help to create a sense of safety and competence14.
Sources:
1, 6: York-Barr, J., Sommers, W. A., Ghere, G. S., & Montie, J. (2006). Reflective practice to improve schools: An action guide for educators (2nd ed.). Thousand Oaks, California: Corwin Press.
2: Tschannen-Moran, M. (2001). Collaboration and the need for trust. Journal of Educational Administration, 39(4), 308-331. (Quote: p. 311)
3: Lecture, Leadership for Professional Learning, 10/23/13
4: Garmston, R. J., & von Frank, V. (2012). Unlocking group potential to improve schools. Thousand Oaks, CA: Corwin Press.
5, 14: Lecture, Leadership for Professional Learning, 9/11/13
7: Glanz, J. (1999). Action research. Journal of Staff Development, 20(3), 22-23.
8: Sherin, M. G., & Linsenmeier, K. A. (2011). Pause, rewind, reflect: Video clubs throw open the classroom doors. Journal of Staff Development, 32(5), 38-41.
9: Wood, F. H., & McQuarrie (1999). On-the-job learning. Journal of Staff Development, 20(3), 10-13.
10: Hord, S. M., & Robertson, H. M. (1999). Listening to students. Journal of Staff Development, 20(3), 38-39.
11: Kruse, S. D. (1999). Collaborate. Journal of Staff Development, 20(3), 14-16.
12: Farris, S. In Yasir’s shoes: A principal gains insight by shadowing an English language learner student. Journal of Staff Development, 32(5), 20-37.
13: Stiggins, R. J. (1999). Teams. Journal of Staff Development, 20(3), 17-21.
Think back to a time when you experienced great professional learning... What did that look like? Was it done in small groups? With grade level teams? Cross-disciplinarily? How often did people get together to learn and did they communicate between formal meetings? If so, how? Are there structures that you think only worked because of the specific context, the specific people, in your experience or are there elements that you could see equitably applicable to other contexts? Why or why not?
***feel free to do your own post and/or build off of others' posts to create a discussion forum***
Sources:
1, 6: York-Barr, J., Sommers, W. A., Ghere, G. S., & Montie, J. (2006). Reflective practice to improve schools: An action guide for educators (2nd ed.). Thousand Oaks, California: Corwin Press.
2: Tschannen-Moran, M. (2001). Collaboration and the need for trust. Journal of Educational Administration, 39(4), 308-331. (Quote: p. 311)
3: Lecture, Leadership for Professional Learning, 10/23/13
4: Garmston, R. J., & von Frank, V. (2012). Unlocking group potential to improve schools. Thousand Oaks, CA: Corwin Press.
5, 14: Lecture, Leadership for Professional Learning, 9/11/13
7: Glanz, J. (1999). Action research. Journal of Staff Development, 20(3), 22-23.
8: Sherin, M. G., & Linsenmeier, K. A. (2011). Pause, rewind, reflect: Video clubs throw open the classroom doors. Journal of Staff Development, 32(5), 38-41.
9: Wood, F. H., & McQuarrie (1999). On-the-job learning. Journal of Staff Development, 20(3), 10-13.
10: Hord, S. M., & Robertson, H. M. (1999). Listening to students. Journal of Staff Development, 20(3), 38-39.
11: Kruse, S. D. (1999). Collaborate. Journal of Staff Development, 20(3), 14-16.
12: Farris, S. In Yasir’s shoes: A principal gains insight by shadowing an English language learner student. Journal of Staff Development, 32(5), 20-37.
13: Stiggins, R. J. (1999). Teams. Journal of Staff Development, 20(3), 17-21.
Think back to a time when you experienced great professional learning... What did that look like? Was it done in small groups? With grade level teams? Cross-disciplinarily? How often did people get together to learn and did they communicate between formal meetings? If so, how? Are there structures that you think only worked because of the specific context, the specific people, in your experience or are there elements that you could see equitably applicable to other contexts? Why or why not?
***feel free to do your own post and/or build off of others' posts to create a discussion forum***