Eight Schools Discuss Ways of Improving Functioning as a Professional Learning Community

Author(s):

Martine LeclercAndré Moreau

Conference:

ECER 2009

Network:

1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations

Format:

Paper

Session Information

01 SES 02 A, Teacher Collaboration

Paper Session

Time:

2009-09-28

11:15-12:45

Room:

NIG, HS I

Chair:

Ene-Silvia Sarv

Contribution

The present research focuses on schools as professional learning communities and aims at better understanding the factors that help improve the development of this type of functioning. Put forth by the Ministry of Education of Ontario (Canada), the reform in literacy teaching encourages schools to modify their present functioning to favour professional development through the use of professional learning communities (MEO 2003, 2004, 2005; The Literacy and Numeracy Secretariat, 2007). In order to accomplish this, certain conditions such as a shared vision of the school, physical and human conditions that favour collaboration, learning and sharing among teachers, collective learning as well as leadership should be present. Based on these factors, the progression of a school as a professional learning community was defined as having three stages: initiation, implantation and integration (Leclerc & Moreau, 2008). We recognize many conditions such as the school principal’s leadership, time allotted for training and meetings as well as physical resources and technical support which contribute in facilitating this type of functioning (Leclerc, Moreau & Leclerc-Morin, 2007; Leonard & Leonard, 2003; Huffman, 2003; Wenger, 1998). However, in order to help overcome the obstacles that are associated with this kind of organizational change, it becomes important to understand if these conditions are more pertinent at a specific stage of development of professional learning communities. The purpose of the present study is to recognize ways that can help schools improve their work in professional learning community. It provides answers to the following questions: What means have been identified by the teaching staff as favouring the development of this type of functioning? Do these vary depending on the stages of development of the school? This research focuses not only on identifying means that favour the development of learning communities but also examines the links between these means and the different stages of development.

Method

This is a multi-case study in which eight schools were examined. The sample consisted of eight school principals and 54 teachers. In order to establish the level of development of the professional learning community of each school, this research used a variety of data collecting methods using preselected indicators (Leclerc & Moreau, 2008): semi-directed group and individual interviews, document analysis as well as observations in schools were conducted. Social analysis systems (Chevalier, 2006) were then used to clarify each school’s position in regards to factors they believe improves the functioning of their professional learning community. The teachers and school principal of each school were invited to answer the following question: What must be done to improve the functioning of our professional learning community? In a first instance, each participant was asked to answer individually. In a second instance, a discussion took place allowing for a consensus to arise among each group.

Expected Outcomes

Six schools are at the initiation stage, one school is at the implantation stage and one is at the integration stage. On one hand, certain means were mentioned by the participants regardless of the developmental stage of the professional learning community, as enumerated in previous literature (i.e., resources, time allotted for meetings, logistical support). On the other hand, in schools at the implantation and integration stages, collective inquiry (Butler, 2005) seems to be more present in that the teachers’ knowledge appears to be constructed from interactions. Recommendations are presented in order to assist school principals in enabling their team to progress as a professional learning community while taking into account their school’s developmental stage.

References

Butler, D. (2005). L’autorégulation de l’apprentissage et la collaboration dans le développement professionnel des enseignants. Revue des sciences de l’éducation, 31(1), 55-78. Chevalier, J. (2006). Les Systèmes d’Analyse sociale. En ligne : http://sas-pm.com. Dibbon, D. (2000). Diagnosing the extent of organisational learning capacity in Schools. Advances in Research and Theories of School : Management and Educational Policy, 4, JAI Press Inc, 211-236. Dufour, R. & R. Eaker (2004). Communautés d’apprentissage professionnelles : Méthodes d’amélioration du rendement scolaire. Bloomington (IN), National Education Service, et Alexandria (VA), Association for Supervision and Curriculum Development. Eaker, R., Dufour, R. & Dufour, R. (2004). Premiers pas : Transformation culturelle de l’école en communauté d’apprentissage professionnelle. Bloomington : National Educational Service. Gather-Thurler, M. (2000). Innover au cœur des établissements scolaires. Issy-les-Moulineaux : ESF. Hipp, K. K. & J.B. Huffman (2003). Professionnal Learning Communities: Assessment-Development-Effects. Paper presented at the International Congress for School Effectiveness and improvement, Sydney, Australia, January, 5-8. Hord, S.M. (1997). Professionnal Learning Communities : Communities of continuous inquiry and improvement. Autin, TX : Southwest Educational Development Laboratory. Huffman, J. (2003). The Role of Shared Values and Vision in Creating Professional Learning Communities, Nassp Bulletin, 87 (637), 21-34. Leclerc, M. et Moreau, A. C (2008). Vers la réussite e n littératie : Où en sommes-nous? Rapport de recherche. Gatineau : Université du Québec en Outaouais. En ligne: http://w3.uqo.ca/erli/presentation/default.htm Leclerc, M., A. C. Moreau & M. Leclerc-Morin (2007). Modèle de réussite d'une communauté d'apprentissage professionnelle : La dynamique causale comme outil de dialogue et d'analyse. Éducation et francophonie : Publication de l'association canadienne d'éducation de langue française (ACELF). XXXV(2), 153-171. Leclerc, M. et M. Leclerc-Morin (2007). Les facteurs favorables à l’implantation d’une communauté d’apprentissage professionnelle dans une école franco-ontarienne. La Revue du Nouvel-Ontario, 32, 51-70. Leonard, L. & P. Leonard (2003). The Continuing Trouble with Collaboration: Teachers Talk. Current Issues in Education 6 (1). Disponible en ligne: http://cie.ed.asu.edu/volume6/number15/ Miller, L. (2005). Communautés d’apprentissage professionnelles. Un modèle d’enseignement en équipe. Pour parler profession. En ligne : (http://www.oct.ca/publications/pourparlerprofession/juin_2005/plc.asp). Consulté en septembre 2008. Ministère de l’Éducation de l’Ontario (2003). Stratégie de lecture au primaire : Rapport de la Table ronde des experts en lecture. Toronto. Ministère de l’Éducation de l’Ontario (2004). La littératie au service de l’apprentissage : Rapport de la Table ronde des experts en littératie de la 4e à la 6e année. Toronto. Ministère de l’Éducation de l’Ontario (2005). L’éducation pour tous : Rapport de la Table ronde des experts pour l’enseignement en matière de littératie et de numératie pour les élèves ayant des besoins particuliers de la maternelle à la 6e année. Toronto. Secrétariat de la littératie et de la numératie (2007). Cadre pour l’efficacité des écoles : un processus collectif d’amélioration continue de l’efficacité des écoles élémentaires de l’Ontario. Projet pilote de mise en œuvre, septembre 2007 à septembre 2008. Wenger, E. (1998). Communities of Practice: Learning, Meaning and Identity. Cambridge :University Press, 1998 .

Author Information

Martine Leclerc

Université du Québec en Outaouais

Gatineau

André Moreau

Université du Québec en Outaouais, Canada

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