RSA # 5 Creating a Culture of Collaboration and Learning

Summary

In the process of forming a model PLC, recognition must be given to the idea that a cultural shift must take place among members, a school, or the entire organization. The most important step toward success is a shift from the idea that schools are for teaching, to schools central purpose is for learning (Dufour, Dufour, Eaker, & Karhanek, 2004). The authors present several categories with which a shift must take place.
One key idea is that is that schools need to make a shift from activities to results. In other words, many schools confuse activities that are put in place with reform. While the activities create structural or organizational changes, they may not yield results and do not reflect a school that is focusing on learning. The question that needs to be asked is what impact will the activity have on learning? A second key idea is that organizations need to stop looking out the window for solutions to learning and start looking in the mirror. They are the solution and need to start being part of it.
Dufour et al. (2004) point out that success for a professional learning community does not happen with one small step or miracle. Proposed in the article is the idea that schools should celebrate the small steps along the way. Short-terms wins toward collaboration are what it will take to reform and embed PLC concepts deep into the culture of the organization. While an overall vision of collaboration can be necessary, it will not come to fruition without the small wins or advancements along the way. Making the path to the goal clear to the members of a community will make progress much more successful and possible.

Excerpt

While the benefits of a collaborative culture have been cited repeatedly in research, there is no credible evidence that teacher isolation contributes to all students achieving at high levels. Once again, if a school becomes clear about and committed to the fundamental purpose of learning for all, decisions about what needs to be done become evident. Building a collaborative culture is a sine qua non of a PLC.

Reference

DuFour, Richard, DuFour, Rebecca, Eaker, Robert, & Karhanek, Gayle. (2004). Creating a stretch culture: A process, not a program. Whatever it takes: How professional learning communities respond when kids don’t learn. (pp. 171-192). Bloomington, Indiana: National Educational Service.

RSA # 4 Facilitating Asynchronous Discussions Online

Summary

In the recent module, we have focused on moving our learning communities online. Readings have dealt with the organization and foundational aspects of how to facilitate online professional growth. Palloff and Pratt (2007) point out that facilitators of online learning are to provide a framework and gentle guidance that will allow students to explore course materials without restriction.
The article that I have chosen involves research about asynchronous learning online. Presented are different methods for eliciting participation among a group of online learners. The results show that when initial instruction is given, but no deadline is provided, participation suffers (Kienle & Ritterskamp, 2007). The participants of the study note that they felt it was the facilitator’s job to provide a deadline and end a discussion. Participation was improved when a deadline was provided. Interestingly, the study brings up the notion that participants worked according to the rhythm set by the instructor. Participants looked to the instructor to provide the framework and keep the rhythm of the course moving along. This is an important idea to keep in mind when initiating the design of your own PLC.

Excerpt

Findings from our case study suggest that for this purpose a moderator occasionally has to make decisions on his/her own and needs to present intermediary results in condensed form.

References

Kienle, A., & Ritterskamp, C. (2007). Facilitating asynchronous discussions in learning communities: The  impact of moderation strategies. Behaviour & Information Technology, 26(1), 73-80.
Palloff, Rena M., Pratt, Keith. (2007). Building online learning communities: Effective strategies for the virtual classroom. San Francisco, CA: Jossey-Bass.

RSA # 3 Barriers to School Reform into PLC

Summary

There are many barriers to implementation of a professional learning community. These barriers are what must be overcome before a community can begin to reap the benefits of a well put together PLC. The first step to hurdling them is to understand what they are and where, as a community or school, that you are in terms of defeating them.
The article I have chosen begins with the idea that barriers can occur at the school, district, or regional level and to try and implement a PLC at only one level would greatly defeat its success (Williams, Brien, Sprague, & Sullivan, 2008). Presented in the reading is a research study that involves the creation of a reflection tool that will provide a school with information about where they fall on a spectrum. The spectrum ranges from completely bureaucratic to a level that indicates readiness for reform such as a PLC.
The readiness tool that was created will allow schools to determine specific barriers to successful reform toward a learning community. Information from the tool is broken down into four major categories that correspond to certain issues preventing reform of a school. With a tool such as this, schools can begin to refine their culture with a clear focus of where to begin.

Excerpt

The successful transformation of schools into professional learning communities is impacted by two clusters of internal characteristics: a) organizational characteristics such as culture, leadership, and capacity-building, and b) operational characteristics such as professional development, data collection, and systemic trust.

Reference

Williams, R., Brien, K., Sprague, C., & Sullivan, G. (2008). Professional learning communities: Developing a school-level readiness instrument. Canadian Journal of Educational Administration and Policy, (74), 1-17. Retrieved from EBSCOhost.

RSA # 2 Creating Social Presence in Nonacademic Social Forums

Summary

The most recent module of the course focuses on establishing social presence within an online community. The article written by Pate, Smaldino, Mayall, and Luetkehans (2009) questions the need for nonacademic social forum threads in an online learning community. The usefulness of the nonacademic social forum in creating social presence is discussed.
Research is presented that utilized an online graduate course to determine the differences in not only perceptions of the nonacademic forum, but the interactions in it as well. The research used various surveys and a series of reflections done by participants to collect the data. According to the findings, the participants who reported the highest amount of interaction also had the most satisfaction in the course (Pate et al, 2009).
According to Pate et al. (2009) there must be a balance between academic and social interaction in an online learning environment. Social presence is something that is best created through instructor facilitation. Participants will utilize those areas for discussion online that are established as academic and meaningful to the purpose of the community.

Excerpt

According to the results of this study, it is not the presence of a special social place that lends meaning and promotes learning online, but rather it is the design for communication and interaction that are related to social presence and ultimate student satisfaction in learning.

Reference

Pate, A., Smaldino, S., Mayall, H. J., & Luetkehans, L. (2009). Questioning the necessity of nonacademic social discussion forums within online courses. Quarterly Review of Distance Education, 10(1), 1-8. Retrieved from EBSCOhost.

RSA #1: Fad or Sustainable Framework

The first two modules of the course have been involved with understanding what a PLC is.  The actions of the PLC have also been part of the discussions.  The article written by DuFour (2007), grapples with the idea that the term takes on a variety of meanings but only true communities take on the practices of the concept.  An argument is made that this is not a fad. 

DuFour begins the article with the idea that there is a structure to PLC’s and a true integration of the concepts into practice.  Some schools merely place groups together and call them a team or community often based on grade level or location.  True learning communities, according to DuFour, actually engage in meaningful practice.  Structure is not enough.  Offered in the article is also an example list of meaningful questions that a PLC should be focused on and discussing. 

Many groups are brought to attention as endorsing and promoting the conceptual framework for a learning community.  One notable group is the National Board of Professional Teaching Standards.  When the concept is endorsed by such an agency in education, it is not likely to be something to fade away, but looked for and held in high esteem.  

Excerpt from the article: 

“Researchers who have studied schools where educators actually engage in PLC practices have consistently cited those practices as our best hope for sustained, substantive school improvement.”

Reference

DuFour, R. (2007).  Professional learning communities: A bandwagon, an idea worth                 considering, or our best hope for high levels of learning?  Middle School Journal, 39(1),  4-8.  Retrieved from EBSCOhost.