Learning Forward
Equity and excellence in teaching and learning.
FEATURE ARTICLE
Rebel With A Cause
A pioneer in the field reflects on the evolution of professional learning communities
By Learning Forward
June 2012
Vol. 33 No. 3
A revolution took place in staff development in the late 1980s and into the 1990s. It was not reported on the evening news. Very few knew it was happening. I was a rebel, along with others I had not yet met, in the rebellion that resulted in learning communities, the dominant form of professional development today. In 1978, the superintendent asked me to fill a new position that he planned to recommend to the board of education. This position was director of staff development. “What would I do?” I asked. “You have the opportunity to determine the scope of the job,” the superintendent told me. I was awed with the prospect, yet questioned whether staff development could be justified to the board as a full-time position.
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References
Joyce, B. & Showers, B. (1983). Power in staff development through research on training. Alexandria, VA: ASCD.
Joyce, B. & Showers, B. (2001). Student achievement through staff development (3rd ed.). New York: Longman.
Murphy, C.U. (1992, November). Study groups foster schoolwide learning. Eductional Leadership, 50(3), 71-74.
Murphy, C.U. & Lick, D.W. (2005). Whole-faculty study groups: Creating professional learning communities that target student learning (3rd ed.). Thousand Oaks, CA: Corwin Press.
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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