Structure professional learning communities to meet individual needs
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Step 6: Discuss implications for teaching and learning.
The facilitator invites everyone (participants and presenting teacher) to share any thoughts they have about their own teaching, children’s learning, or ways to support this particular child in future instruction.
Source: National School Reform Faculty, www.nsrfharmony.org/system/files/protocols/cac_0.pdf.
This protocol works well after the presentation or discussion of an idea or reform concept that is likely to meet some resistance. It allows professional learning community members to voice ideas of resistance in an anonymous way by assuming a devil’s advocate role.
Materials: Sticky notes, chart paper, and markers.
Time: 20-45 minutes, depending on depth of discussion.
Ideal group size: 8-10.
Group members are asked to play devil’s advocate and think about how their most resistant colleague might react to what they just discussed. Due to potential controversial opinions about to be voiced, remind the group about norms that respect confidentiality and equality of voice and opinion.
Using the sentence stem “Yeah, but …,” each participant completes the sentence with an example of resistance. Each sentence is put on a sticky note (anonymously) and placed on chart paper. Participants can contribute more than one idea, but each one should be on a separate sticky note. (8-10 minutes)
When everyone has finished, the group gathers around the chart to read and think about general themes emerging across responses. Group members sort and categorize the sticky notes, using markers to label the theme/categories. (5-8 minutes)
If multiple groups created their own charts, do a short gallery walk so groups can see each other’s charts. (2 minutes)
Facilitator leads a group discussion of anticipated resistance to clarify and extend the conversation. (10 minutes; add more time if the issue discussed was very complex)
Hadar, L.L. & Brody, D.L. (2013, March/April). The interaction between group processes and personal professional trajectories in a professional development community for teacher educators. Journal of Teacher Education, 64(2), 145-61.
Learning Forward. (2011). Standards for Professional Learning. Oxford, OH: Author.
Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24(1), 80-91.
Learning Forward is the only professional association devoted exclusively to those who work in educator professional development. We help our members plan, implement, and measure high-quality professional learning so they can achieve success with their systems, schools, and students.
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