collaborative leadership frameworks
TRANSCRIPT
Collaborative Leadership Frameworks
Teacher Leadership In Action: Part 2
Brooke Brown- First Grade Teacher
CI5393- Teacher Leadership
American College of Education
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.
Collaborative Leadership Frameworks
Professional Learning Communities (PLC)
Communities of Practice (CoP)
Critical Friends Group (CFG)
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).
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
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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
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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).
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).
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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).
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
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
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
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
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.
Our Leadership FrameworkCritical 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.
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.
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.