The document discusses learning communities and their focus on improving student learning through collaboration. It defines a learning community as having a shared mission and vision, collaborative teams, a focus on learning over teaching, and using data to continuously improve. The benefits include improved student achievement, engagement, and reduced teacher isolation. Key aspects are establishing common planning time, setting team goals and sharing strategies to analyze student performance. Overall, learning communities aim to increase commitment, morale, and student learning through the collaborative work of educators.

1. Learning Communities:
Developing A Culture for
Improved Student Learning
Presenter: Lori Jacobs
1

2. Problem Statement
We want all educators to have and use tools to establish their schools'
baseline performance, set goals, plan future initiatives and evaluate efforts
toward collaboration and joint decision-making.
The term professional learning communities has been used so loosely that
educators have began to lose its true meaning. “In fact, the term has been
used so ubiquitously that it is in danger of losing all meaning” (DuFour,
2004). If educators continue to think of professional learning
communities as another reform that will pass then learning for all students
will become a meaningless phrase.
We will use DuFour’s (2004) professional learning communities concepts
to guide us in improving our process towards a focus on learning.
2

3. Purpose
The purpose is to understand learning
communities that focus on learning rather than
teaching through collaboratively holding each
person accountable for themselves.
3

4. Rationale
Available research indicates when collaborative
teams are provided with support, achievement and
attitudes improve.
4

5. Questions
#1: How will professional learning communities
ensure learning for all students and how will a
culture of collaboration be shown?
#2: In what ways does a professional learning
community help focus on results?
5

6. Research
 Learning communities raise expectations and
standards for students’ level of engagement,
development, and achievement.
 Studies show students are engaged in higher order
thinking when adults work collaboratively with
one another and have a shared vision for student
success.
6

7. Definition of Learning Communities
 A focus on high levels of learning for all students
� Shared mission, vision, and values
� Focuses on learning
� Collaborative teams
� Collective inquiry
� Action orientated
� Continuous improvement
� Results orientated
7

8. Benefits of Collaboration through
Learning Communities
 Embedded daily
 Teachers and students both develop
 Organized
 Continuous
 Provides opportunities
 Research-based to improve student learning
 Reduced teacher isolation
 Collective responsibility for student success
 Higher morale
 Greater academic gains in comparison to traditional schools
 Smaller achievement gaps between students from different
backgrounds
8

9. Characteristics
 Teams work together to clarify outcomes
 Develop common assessments and lessons
 Analyze student data
 Establish team goals
 Share strategies and materials
 Engage in collective inquire
9

10. Foundations
1. Shared mission, vision, and beliefs
2. Collaborative teams need to be developed to achieve
common goals
3. The focus must be on results by being committed to
continuous improvement and lifelong learning for all.
10

11. Driving Force
 Accept learning as the fundamental purpose.
 Be committed to working together to achieve
collective purpose by cultivating a collaborative
school culture.
 Promote continuous improvement.
11

12. Collaborative Group Leaders
The leader must create a supportive school context
and performance conditions while leaving ample
room for teams to develop their own unique styles
and strategies.
When collaborative teaching teams are
experiencing difficulties, the leader must use
observation and discussion to systematically
diagnose the problem and target interventions.
12

13. Time
A COMMON COLLABORATIVE TIME MUST
BE ESTABLISHED
Be creative about arranging for common planning time.
13

14. Stages
 Preparing
 Implementing
 Continuing
 Evaluating
 Refining
14

15. Preparing
 Compose teams
 Training
 Schedule a collaborative time
 Select a meeting location
 Create a tentative schedule
15

16. Implementing
 Focus on task for student achievement
 Become familiar with each others’ talents and skills
 Always keep a shared commitment
 Establish boundaries
16

17. Continuing
 Reflect and Problem Solve
 Encourage each other
 Practice what you share
 Intervene Appropriately
17

18. Evaluating
 Peer observations
 Self reflections
 Administrative observations
 Student testing data
 Survey
18

19. Refining
 Review evaluations
 Come together as a Learning Community
 Make necessary changes for continuous
improvement
19

20. Projected Outcomes
 Increase in commitment to the vision, mission and beliefs
of the school
 Increase in working together
 Higher morale
 Advances in adapting new teaching strategies
 Commitment to making changes
 Shared responsibility
 Reduction of teacher isolation
 Powerful learning
 Increased meaning and understanding of content
 Growth in professionalism
 Increase in student achievement
20

21. Questions and Thoughts
 Can you commit yourself to enthusiastically
communicating a vision of collaborative teaching
teams? Will you do this frequently?
 Are you willing to persist when others lose faith
and question the wisdom of the model?
 If you can combine courage and will with the
principles articulated in this workshop, you will
succeed. If not, no amount of resources will be
enough for success to be achieved.
21

22. References
DuFour, R., 2004. What is a “Professional Learning
Community?” Retrieved May 2, 2010 from,
http://staffdev.mpls.k12.mn.us/sites/6db2e00f-
8a2d-4f0b-9e70-
e35b529cde55/uploads/What_is_a_PLC._DuFour
_Article_2.pdf
Merriam, S. B. (2009). Qualitative research: A
Guide to Design and Implementation. San
Francisco, CA: Jossey-Bass.
22