Learning Forward

Equity and excellence in teaching and learning.

Menu

Grassroots growth

The evolution of a teacher study group

By Learning Forward
October 2011
Vol. 32 No. 5
 Four years ago, a group of teachers lingered after a district meeting, sharing a conversation about encouraging social responsibility in our affluent school district of Tenafly, N.J. That conversation led to the eventual formation of a teacher study group, a grassroots professional learning community that has impacted its members and the school district. None of us knew how we would change as a result of our involvement in the teacher study group nor how our group would evolve, but all remark on what a difference the group has made in our professional lives. Participation breathed new life and energy into our careers, strengthened our commitment to social responsibility, and helped us grow as  leaders within and beyond our school district. The group members’ experiences offer

Read the remaining content with membership access. Join or log in below to continue.

Sed ut perspiciatis unde omnis iste natus error sit voluptatem accusantium doloremque laudantium, totam rem aperiam, eaque ipsa quae ab illo inventore veritatis et quasi architecto beatae vitae dicta sunt explicabo. Nemo enim ipsam voluptatem quia voluptas sit aspernatur aut odit aut fugit, sed quia consequuntur magni dolores eos qui ratione voluptatem sequi nesciunt. Neque porro quisquam est, qui dolorem ipsum quia dolor sit amet, consectetur, adipisci velit, sed quia non numquam eius modi tempora incidunt ut labore et dolore magnam aliquam quaerat voluptatem.

Log In
   
Forgot password? Click here to reset
New User? Click here to register

How to Organize a Teacher Study Group

  • Begin with an interest that might be shared by others in a district — not just teachers.
  • Put out a call to locate people who share this interest.
  • Until you ask, you don’t know who’s out there with common interests. You also don’t know who would be willing to commit.
  • Begin with a summer workshop or perhaps time during a district professional day; a district could provide seed money to grow a study group.
  • To sustain the study group, seek grants from supporting organizations, such as a district foundation or a partner university. These funds can pay for reading materials.
  • Give members ownership; don’t impose on the group.
  • Take one step at a time and see where it goes. Allow for organic change. Some people will come and go; new members will join.

Lessons We Have Learned

  • The best professional development is not imposed; it is based on teacher interests and offers teachers ownership of their development. The organic quality of self-selected groups promotes choice, commitment, and peer collaboration.
  • Don’t limit membership in study groups to educators working in a certain area or level. Study groups can bring unforeseen collaborations.
  • Study groups can allow educators to take on leadership roles and to grow as leaders.

References

Barth, R. (2001, February). Teacher leader. Phi Delta Kappan, 82(6), 443-449.

Birchak, B., Connor, C., Crawford, K.M., Kahn, L.H., Kaser, S., Turner, S., & Short, K.G. (1998). Teacher study groups: Building community through dialogue and reflection. Urbana, IL: NCTE.

Cochran-Smith, M. & Lytle, S.S.  (1990, March). Research on teaching and teacher research: The issues that divide. Educational Researcher 19(2), 2-11.

Coia, L. & Taylor, M. (2007). From the inside out and the outside in: Co/autoethnography as a means of professional renewal. In Kosnik, C., Beck, C., Freese, A.R., & Samaras, A.P. (Eds.), Making a difference in teacher education through self-study: Studies of personal, professional, and program renewal. Dordrecht, The Netherlands: Kluwer Press.

Coia, L. & Taylor, M. (2003). Writing in the self: Teachers writing autobiographies as a social endeavor. In National Reading Conference Yearbook, 2001. Oak Creek, WI: National Reading Conference.

DuFour, R. & Eaker, R. (1998). Professional learning communities at work: Best practices for enhancing student achievement. Bloomington, IN: Solution Tree.

Freire, P. (2000). Pedagogy of the oppressed. New York: Continuum.

Fullan, M. (1993). Change forces: Probing the depths of educational reform. New York: Routledge.

Harrison, C. & Killion, J. (2007, September). Ten roles for teacher leaders. Educational Leadership, 65(1), 74-77.

Larner, M. (2004). Pathways: Charting a course for professional learning. Portsmouth, NH: Heinemann.

Levine, M. (2008). The price of privilege: How parental pressure and material advantage are creating a generation of disconnected and unhappy people. New York: Harper Paperbacks.

Lieberman, A. (1996). Creating intentional learning communities. Educational Leadership, 50(3),71-74.

Lieberman, A. & Miller, L. (2004). Teacher leadership. San Francisco: Jossey-Bass.

Pearson, C.S. (1989). The hero within: Six archetypes we live by. New York: Harper Collins.

Image for aesthetic effect only - Learning-forward-logo-square
+ posts

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.

Search
The Learning Professional

Published Date
Reset

CURRENT ISSUE

    • Recent Issues

    EVALUATING PROFESSIONAL LEARNING
    February 2024

    How do you know your professional learning is working? This issue digs...

    TAKING THE NEXT STEP
    December 2023

    Professional learning can open up new roles and challenges and help...

    REACHING ALL LEARNERS
    October 2023

    Both special education and general education teachers need support to help...

    THE TIME DILEMMA
    August 2023

    Prioritizing professional learning time is an investment in educators and...

  • © Copyright Learning Forward
    • Skip to content