Paper Summary

Communities of Practice: Improving Learning and Teaching

Mon, April 16, 4:05 to 5:35pm, Vancouver Convention Centre, Floor: Second Level, West Room 220

Abstract

Purpose
The FAME PD model allows for local control in deciding the make-up of learning teams (LTs). As the FAME PD model scales up, it is important to understand the features of LTs that promote learning about formative assessment. In this paper we examine:

1. Which types of learning teams are more effective in their ability to help LTMs gain knowledge of and practices around the formative assessment process?

2. How do coaches facilitate learning teams?

Theoretical Framework
Innovative forms of PD that promote collaborative inquiry contribute to a schools’ professional community (Newmann, King, & Youngs, 2001) and can support teachers at all levels of their careers (Thomas et al, 1998). However, there is disagreement about what constitutes a teacher learning community, especially with respect to its structure, goals and work (Grossman, Wineburg, & Woolworth, 2001). Some argue that effective learning communities need to have a shared content focus and location (e.g., Lee & Williams, 2006; Slavit et al, 2009) and be led by experts (e.g., Stein et al, 1999). However, other studies suggest that inter-school PLCs can be effective (e.g., Richmond & Manokore, 2011) and that leadership should come from within the team. Better understanding how different learning teams work and the benefits and drawbacks of different make-ups is crucial.

Data & Methods
This paper presents an analysis of survey data on LTMs and coaches collected at three points during the year. The surveys included closed-response and open-ended items measuring participants’ knowledge and practice around formative. Coding criteria were established for the open-ended items by the research team and inter-rater reliability was established. Using various statistical methods, the research team explored patterns across learning teams at specific time points as well as longitudinally.

Results
The full paper will include longitudinal trends over the course of the year as well as a comprehensive discussion of the research findings. An overview of some of the key results is outlined below.

Over 75% of LTs are focused on a single level: elementary, middle, or high school, and over 80% of LTs have LTMs with different content backgrounds. Despite the varied make-up of the LTs, LTMs report that LTs were effective in supporting their learning and use of formative-assessment (88%) and felt that the meetings were impacting their instruction (84%). However, some LTMs noted how the make-up influenced their functioning, e.g., “The same content has been beneficial. [I] have had a team from different content levels and they had a hard time relating themes to their content.”(LTM, Winter 2011).

Most coaches were administrators, but regardless of their role, 78% of the coaches reported that their role had a positive influence on their effectiveness as a coach, citing the lens they could take or their relationships with other LTMs.

Scholarly significance
There are many challenges to scaling up PD to promote the use of formative assessment (Wyllie, Lyon, & Goe, 2009). The findings from this study contribute to the knowledge on effective models of coach-facilitated communities of practice for enhancing formative assessment practices.

Authors