RSA # 2 Educational Transforming Learning Communities and Teacher Training

http://www.eric.ed.gov/PDFS/ED534302.pdf

The attached article looks closely at the teacher training aspect of a PLC. Our readings this week focus on results and accountability and this article correctly identifies the importance of "transforming" learning communities in order to reach PLC goals. PLC communities must connect knowledge and action in order to achieve results. (Alvarez, Diaz, Sierra,) This cannot happen without training teachers in this method of teaching. For years, it has been acceptable practice for teachers to work in isolation, but this is no longer the case. Teachers have not been given the time, resources, and training to make the shift from isolation to true collaboration. Unfortunately, until teacher practices are changed, PLC work will fall short and optimal results will not be possible.

Though my PLC members have adapted well to the idea of shared practice and knowledge, I believe many PLCs in my district are struggling to make this adjustment. My school does not seem to recognize this. If teachers do not make this change, the rest of the PLC model will suffer. There has been little if any attention paid to this reality. Teacher transformation has to begin early in teacher training  so it becomes "normal". If a teacher is not comfortable or clear about the need for collaboration, they will just continue to do business as usual. All of the PLC efforts will mean nothing without teacher agency. It is only fair to give teachers the tools and training they need in order to do the job they will be expected to do. If  PLCs are to succeed, school leadership will need to invest in training, and teachers will need to accept shared responsibility for student learning. I believe once teachers discover how well this works, they will embrace the process.

The objective of a learning community is to put knowledge into action. Groups of teachers can be more innovative and can intensify the learning process. There must be a commitment on the part of teachers and schools to change individual practice to shared practice. Studies have shown that we learn better by interacting with others. Therefore, PLCs need to be given the time to develop this process. This cannot happen without proper teacher training. This aspect of PLCs is somewhat overlooked and is negatively affecting outcomes. If relationships are fostered among teachers and adequate training is put into place, results will follow. As noted by Fullan (2002), education of the teaching staff has the honour of being, at the same time, the worst and the best solution for education.