Professional Learning Communities: What Are They And Why Are They Important?: Shared Personal Practice

Professional Learning Communities: What Are They And Why Are They Important?

Shared Personal Practice

Review of a teacher's behavior by colleagues is the norm in the professional learning community (Louis & Kruse, 1995). This practice is not evaluative but is part of the "peers helping peers" process. Such review is conducted regularly by teachers, who visit each other's classrooms to observe, script notes, and discuss their observations with the visited peer. The process is based on the desire for individual and community improvement and is enabled by the mutual respect and trustworthiness of staff members.

Wignall (1992) describes a high school in which teachers share their practice and enjoy a high level of collaboration in their daily work life. Mutual respect and understanding are the fundamental requirements for this kind of workplace culture. Teachers find help, support, and trust as a result of developing warm relationships with each other. "Teachers tolerate (even encourage) debate, discussion and disagreement. They are comfortable sharing both their successes and their failures. They praise and recognize one another's triumphs, and offer empathy and support for each other's troubles" (p. 18). One of the conditions that supports such a culture is the involvement of the teachers in interviewing, selecting, and hiring new teachers. They feel a commitment to their selections and to ensuring the effectiveness of the entire staff.

One goal of reform is to provide appropriate learning environments for students. Teachers, too, need "an environment that values and supports hard work, the acceptance of challenging tasks, risk taking, and the promotion of growth" (Midgley & Wood, 1993, p. 252). Sharing their personal practice contributes to creating such a setting.

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