The document discusses how teacher study groups can promote teacher learning and renewal through collaboration and critical reflection. It argues that when teachers collectively take responsibility for learning, both their own and their students', they are able to think through their beliefs, challenge practices, and develop innovations for their classrooms. The study groups help increase teacher motivation, commitment, and ownership over professional learning, which can contribute to school improvement and student achievement. Leadership within the groups becomes more established as teachers grow in their involvement and investment in the professional development process.

1. Learning as a Social Process “ Social groups provide the resources for their members to learn” Brown & Duguid, 2002, p. 137

4. Teacher Study Groups How do teacher study groups promote teacher learning and renewal through dialogue and critical reflection as teachers collectively take responsibility for learning – their own, their colleagues, and more importantly, their students?

5. Teacher Study Groups “ For the teachers, the study group is an opportunity to think through their own beliefs, share ideas, challenge current instructional practices, blend theory and practice, identify professional needs-as well as develop … innovation for their classrooms." Martin & Short, 1991, p. 68

6. Teacher Study Groups Professional development model that "means providing occasions for teachers to reflect critically on their practice and to fashion new knowledge and beliefs about content, pedagogy, and learners." Darling-Hammond and McLaughlin, 1995, p. 597

7. Teacher Study Groups Teacher Ownership Study groups help to bring the school community closer to democracy as leadership by the group members gradually assume more responsibilities that previously had been controlled by a more dictatorship system by the sole principal.

8. Teacher Study Groups Teacher Ownership Increased motivation, commitment, and ownership for professional learning can contribute to school improvement, student achievement, and the means to continue to develop professionally.

9. Teacher Study Groups Teacher Leadership “ School improvement necessitates a reconceptualization of leadership where teachers and managers engage in shared decision-making and risk-taking” Harris, 2000, p. 6

10. Teacher Study Groups Teacher Leadership Leadership becomes more established as teachers grow in their involvement and investment with the professional learning. Vandeweghe & Varney, 2006

11. Teacher Study Groups Teacher Leadership “ Leadership is not a personality trait but an attribute self-developed in social relationships” Garet, M., Porter, A., Desimone, L., Birman, B., & Suk Yoon, K., 2001, P. 53