2. Rationale Paragraph
Creating this PowerPoint enabled me to participate professionally in
ongoing learning. I was able to gain new knowledge about various
collaborative leadership frameworks that will aid me in becoming an
effective leader in and outside of the classroom. With the information that
I have gained I am more equipped to work productively and
collaboratively with my peers and more able to meet the individual needs
of my students. I have learned a variety of ways to share information with
others and learn from others.
4. Professional Learning Community
Shirley M. Hord (2008) defines a profession learning community as
professionals coming together in a group – a community - to learn.
Teachers work collaboratively with each other to identify a common
area of focus that is research based.
Professional learning communities are collaborative environments
that foster interdependence, build trust, and support risk-taking
amongst group members (Nelson, LeBard, Waters, 2010).
The ultimate goal is to provide a meaningful education for all
students (DuFour, 2004).
5. Professional Learning Community
Nelson, LeBard, and Waters (2010)
identified the following three major aspects
to making a professional learning
community work productively, effectively,
and professionally stimulating:
use a collaborative inquiry cycle to guide
the work
focus
implement
analyze
learn how to have deep conversations
take an improving approach to looking at
student work
www.osceola.k12.fl.us
6. Professional Learning Community
According to Hord (2008), there are five
components of research-based learning
communities.
Shared beliefs, values, and vision
Shared and supportive leadership
Supportive conditions, both structural and
relational
Collective intentional learning and its
application
Shared personal practice
www.osceola.k12.fl.us
7. Communities of Practice
What is a Community of Practice?
Wenger and Snyder (2000) define communities of practice as groups
of people informally bound together by shared expertise and passion
for a joint enterprise.
It is a learning partnership where people are sharing knowledge and
learning from one another.
A community of practice shares expertise, competence, learning,
activities, discussions, information, tools, stories, experiences, and a
knowledge base (Seaman, 2008).
8. Communities of Practice
Three Characteristics of Communities of
Practice (Ban, 2014)
The Domain: shared interest
The Community: shared activities
and relationships
The Practice: shared repertoire for
their practice
Wenger suggests that engagement in social
practice is the
fundamental process by which we learn
(Niesz, 2007).
www.slideshare.net
9. Critical Friends Group
A critical friends group is a group of members committed to learning
together and from one another (Baron, 2007).
Critical friends groups strive to continually adapt their practices to
meet the needs of all learners, share resources and ideas, and support
one another as they take risks to improve their practices (Baron,
2007).
They are structured conversations or protocols to guide the group’s
learning and skilled facilitation (Fahey, 2012).
10. Critical Friends Group
Critical Friends Groups are typically composed of a facilitator,
presenter, and audience where roles are continuously changing.
Members are giving and receiving feedback to improve work
Structured Conversations
I like
I wonder
I have
12. Leadership Initiative
Create a school-wide discipline system that provides an action plan
for teachers so that consistent responses to student behavior can
occur.
Allow teachers to freely share and discuss behavior concerns in their
classroom.
Desired Outcomes
Decrease unwanted student behavior
Increase instructional time for all students
13. How Would a Professional Learning
Community Support the Initiative?
Fosters a collaborative working environment where teachers are able to
share ideas and learn from one another.
Provide suggestions for addressing problem behavior
Develop a consistent action plan to follow when extreme behaviors occur
Focuses on Results
School will focus on intervention rather than remediation (DuFour, 2004)
Misbehaviors will decrease resulting in more instructional time for all
students.
Supportive Conditions
Strong staff buy-in
Significant support from administration
14. How Would a Community of Practice
Support the Initiative?
Groups are formed by those our are interested in behavior issues.
Would need everyone to participate in order for responses to be consistent
when addressing behavior
Involve the community and obtain parent feedback about how to
manage behavior so home and school are coherent
Parent involvement is low
Observe others from outside the school who have an expertise in
behavior management
15. How Would a Critical Friends Group
Support the Initiative?
Critical Friends Groups could be set up at the grade levels or vertical
teams could be created.
Teachers could present situation and how it was addressed and then
receive feedback and suggestions from the group.
Fosters a collaborative learning environment for teachers that is
focused on impacting student achievement (Baron, 2010).
Provides opportunities for reflection
Strong principal support is present
Would need some way to share ideas school-wide in order for
consistency to develop.
16. Our Leadership Framework
Critical Friends Groups
Rationale:
The team determined that Professional Learning Communities and Critical
Friends Groups were our best options. We chose Critical Friends Groups to
begin our initiative because we thought that they would be an effective
way to build consistent responses to behaviors at the grade levels.
According to Baron (2007), Critical friendship is at the heart of a
professional learning community.
Professional Learning Communities was something that we considered
implementing after the Critical Friends Groups were completed to increase
consistency in managing behaviors school-wide.
Communities of Practice was considered because of the ability to get
expertise from outside the school, but lack of community involvement and
we wanted to have school-wide participation.
17. References
Ban, E. (Lecturer). (2014). Professional Learning Communities. (Video recorded
guest lecture number 2, Course CI5393: Teacher Leadership). Chicago, IL:
American College of Education.
Baron, D. (2007). Critical friendship: Leading from the inside out. Principal
Leadership, 7(9), 56-58.
DuFour, R. (2004). Culture shift doesn’t occur overnight- or without conflict.
Journal of Staff Development, 25(4), 63-64.
Fahey, K. (2012, July). Where principals dare to dream. 33(3), 28-30, 42.
Retrieved from www.learningforward.org
Hord, S. M. (2008). Evolution of the profession learning community. Journal of
Staff Development, 29(3), 10-13.
Hord, S. M. (1997). Professional Learning Communities: What are they and why
are they important? Southwest Educational Development Laboratory, 6(1),
1-8.
18. References
Nelson, T. H., LeBard, L., Waters, C. (2010). How to create a professional
learning community. Make your experience worthwhile with these
guidelines. Science and Children, 47(9), 36-40.
Neisz, T. (2007). Why teacher networks (can) work. Phi Delta Kappan, 88(8),
605-610.
Seaman, M. (2008). Birds of a feather? Communities of practice and knowledge
communities. Curriculum and Teaching Dialogue, 10(1&2), 269-279.
Wenger, E. C., & Snyder W. M. (2000). Communities of practice: The
organizational frontier. Harvard Business Review, 139-145.
Notas del editor
Three Collaborative Leadership Frameworks that will be examined in this PowerPoint presentation.
Use a collaborative inquiry cycle that consists of three parts, focus, implement, and analyze, to guide the work of the community. Focus stage means collaborative learning to identify and agree on one problem or area of student need. The implement stage consists of addressing the inquiry question by implementing designated activities and collecting evidence of student learning. The third stage is analyzing student thinking by bringing student work to the group for shared analysis.
Team members learn how to have deep conversations within the group and take an improving approach to looking at student work in order to assess strengths and weaknesses.
Shared beliefs, values, and vision are basic components of a professional learning community and they are used to establish a common purpose among staff members.
Shared and supportive leadership means sharing power, authority, and decision making.
Structural and physical conditions refer to time to meet, a place to meet, and resources to support a cooperative learning environment.
Relational and human conditions include positive attitudes, respect, and high regard for one another.
Collective intentional learning means that decisions are based on deep examination of student data to identify the needs of students and reflection on effectiveness.
Shared personal practice is new learning being implemented into the classroom by peers helping peers.
The Domain means people having a common interest.
The Community refers to people sharing ideas and establishing personal and professional relationships.
The Practice means our standards of practice.
I like statements are specific.
I wonder statements are new thoughts in a question form.
I have is the reflection piece where presenters can speak and everyone shares ideas.
These are some reasons why teachers find Critical Friends Groups effective in the school setting.
