Teacher-Led Professional Collaboration and Systemic Capacity Building: Developing Communities of Professional Learners

• In Event: 18.046 - Teachers Leading Education Reform: The Power and Potential of Professional Learning Communities

Abstract

Teacher-Led Professional Collaboration and Systemic Capacity Building:
Developing Communities of Professional Learners

Carol Campbell, Ontario Institute for Studies in Education, University of Toronto
Ann Lieberman, Stanford University
Anna Yashkina, Ontario Institute for Studies in Education, University of Toronto


Objectives or purposes
Professional learning communities have become widespread in approaches to system and school improvement. What is less common, however, is teacher-led collaborative communities. We discuss Ontario’s Teacher Learning and Leadership Program (TLLP) as an approach to rethinking and developing communities of professional learners.

Perspectives
When professional learning communities are effective (Bolam et al., 2005; Stoll et al., 2006), there can be benefits for school improvement, for teachers’ practices, and for students’ learning. However, when professional learning communities become something that system or school leaders require all school staff (Hord, 1997) to participate in with externally defined purpose and goals and with prescribed processes, the dangers of ‘contrived collegiality’ (Hargreaves, 1991) emerge.

Methods and Data Sources
The TLLP began in 2007 as a joint initiative between the Ontario Ministry of Education (Ministry) and the Ontario Teachers’ Federation (OTF) with goals to support teachers’ learning, leadership and knowledge exchange. We analyzed policy and program documentation and conducted focus groups with key provincial leaders from the OTF and Ministry.

Findings
The fact that teachers had choice over the focus of their professional learning was extremely important to the teachers involved. The goals for the majority of projects were to improve knowledge (79%), strategies (67%), and skills (48%). TLLP also enables teachers to lead how professional learning will occur for themselves and for other teachers. Forms of collaborative learning, dialogue, and joint work were identified as important.

Significance
While research about teacher leaders encourages teachers to support learning through professional networks and contribute to school improvement (Hargreaves & Fullan, 2012); few large-scale approaches to professional development have tried putting teachers in positions where they organize the development of ideas, lead, implement and share their findings and get money and support to organize the development of the work. TLLP projects are teacher-initiated, teacher- formed, and teacher-developed.

References
Bolam, R., McMahon, A., Stoll, L., Thomas, S., Wallace, M., Greenwood, A., Hawkey, K., Ingram, M., Atkinson, A. & Smith, M. (2005). Creating and sustaining effective professional learning communities. Research Report 637. London: DfES and University of Bristol.
Hargreaves, A. (1991). Contrived collegiality: The micropolitics of teacher collaboration. In J. Blasé (Ed.) The politics of life in schools: Power, conflict and cooperation. (pp. 46-72). London: Sage publications.
Hargreaves, A. & Fullan, M. (2012). Professional capital: Transforming teaching in every school. New York, NY: Teachers College Press and Toronto, ON: Ontario Principals’ Council.
Hord, S.M. (1997). Professional learning communities: Communities of continuous inquiry and improvement. Austin, Texas: Southwest Educational Development Laboratory.
Stoll, L., Bolam, R., McMahon, A., Wallace, M. & Thomas, S. (2006). Professional learning communities: A review of the literature. Journal of Educational Change, 7:221–258.

Authors

• Carol Campbell, University of Toronto - OISE

• Ann Lieberman, Stanford University

• Anna Yashkina, OISE/University of Toronto