Zebra Staff Note:

A group of energetic, innovative teacher-leaders – the Alliance of South Dakota Milken Educators – have agreed to serve as guest columnists for the Online Zebra. This issue’s Guest Column was written by Karen J. Lukens, who was chosen as a Milken Educator in 2002. Lukens currently teaches at Hawthorne Elementary School in Sioux Falls. The opinions expressed in the Online Zebra’s Guest Column are those of the author, not the South Dakota Department of Education. Watch for this regular feature in upcoming issues.

 

Creating Community on Common Ground

By Karen J. Lukens

“Do as I say, not as I do.” As teachers, do we practice what we are in the business of promoting? What do we do to elevate our own learning and development in our craft? Professional learning communities and professional development are hot topics in our schools. Collaborative school environments have been cited as the single most important factor in successful school improvement.

The concept of professional development through collaboration is different from the infamous “in-service days.” Effective collaboration within professional learning communities involves a systematic process by which teachers work together to analyze and impact professional practice to improve their individual and collective results (DuFour, 2003). The difference lies within the structure of our learning and in making the time to learn from each other with a consistent, systematic and purposeful approach that drives our need to become better educators for our students. Shifts occur from the traditional professional models of external training to job-embedded learning. There is an expectation that learning is ongoing and occurs as part of the culture of the school, instead of occurring during infrequent meetings. Collaboration centers on learning together by doing, not in passive isolation. 

Within our school community at Hawthorne Elementary School in Sioux Falls, we have two expectations for our school. One, all will learn; and two, all will be safe. The first expectation is not just for our students. It is for our entire school community. We are intentional in our learning. Each week we meet with an agenda, which is set by a team of teachers.  Productive collaboration is characterized by “frequent continuous, increasingly concrete and precise talk about teaching adequately to the complexities of teaching and capable of distinguishing one practice and its virtue from another”(Schmoker, 2005).

Collaboration enables teachers to develop a culture of inquiry. It develops higher quality solutions to problems through the teaching/learning process. A fundamental purpose of this professional development is to shift the emphasis from “teaching” to “student learning.” We want to “be about” the students we serve.  The collaborative process promotes teacher efficacy by fostering ownership in decision-making. Collaborating with other colleagues leads to implementing the best research-based practices and increases student achievement. Our groups allow our teachers to be involved in meaningful, purposeful gatherings that lead to improving student achievement.

When exploring how to begin a professional learning community using collaboration teams, there are three questions to consider:

1. What do we want each student to learn?
2. How will I know when each student has learned it?
3. How can I improve on current levels of student achievement?

In order to be truly effective, collaboration time must be embedded in the daily routine for teachers. It is “sacred,” scheduled and protected within the school day and/or year to ensure a consistent time intended to sharpen our individual and collective skills.

The next time you ask your students “Did you do your homework?” or “What are you reading?”, think about what your answer would be if they turned that question back to you? How would you respond?  Professional learning communities and collaborative groups allow teachers to learn, to think, to change their practice, and to hone their skills in order to best serve their students. 

DuFour, Rick (2002). Getting Started: Reculturing Schools to become Professional Learning Communities. Bloomington Illinois: National Education Service.

Schmoker, Mike (2005). On Common Ground. Bloomington Illinois: National Education Service.