Instructional Learning Teams: A Case Study

Brendefur, Jonathan L.; Whitney, Brian; Stewart, Roger A.; Pfiester, Joshua; Zarbinisky, Julia

doi:10.5430/jct.v3n1p36

Cited by 2 publications

(4 citation statements)

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“…PLCs have characteristics and attributes that promote a collaborative culture in schools (Brendefur et al , 2014; Carpenter, 2015; Deal and Peterson, 2010; DuFour et al , 2008; Gosselin et al , 2003). The characteristics of PLCs are well documented throughout the literature (Bolam et al , 2005; DuFour et al , 2008; Hord, 1997; Kruse et al , 1995; Louis and Marks, 1998; Vescio et al , 2008).…”

Section: Discussionmentioning

confidence: 99%

“…Reform efforts have focused on increasing teacher interaction in formal settings (Hofman and Dijkstra, 2009). Much of the reform movement has focused on creating a collaborative culture (Brendefur et al , 2014; Deal and Peterson, 2010; DuFour and Eaker, 1998; Louis et al , 1996). School cultures are traditions and rituals that have built up over time based on educators working together to maintain a collaborative focus on student achievement (Schein, 1985; Deal and Peterson, 1990, 2010; Talbert, 1991).…”

Section: Introductionmentioning

confidence: 99%

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Intellectual and physical shared workspace

Carpenter

2018

IJEM

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Purpose The purpose of this paper is to explore shared workspace and professional learning community (PLC) interactions in schools. The collaborative culture and PLCs were parts of the school culture. The collaborative culture of each school was designed to ensure teachers share intellectual and physical contributions in learning to investigate the impact of teaching and learning on students. The workspace overlap for teachers was part of the culture of each school and a function of the PLC interactions. PLCs provided opportunities for collaboration and therefore opportunities to share intellectual and physical workspace. Design/methodology/approach A grounded theory research approach was taken to this investigation, primarily because of the common experiences of educators in schools (Creswell, 2013). Collaborative process between educators in schools was qualitatively investigated as a function of PLC interactions. In all, three communities, five schools, and 70 educators were purposefully selected to participate. Data were collected, including semi-structured interviews, observations, artifacts, and researcher field notes. Findings The workspace interactions include shared leadership, decision making, teaching and learning practice, and accountability measures. Attributes and characteristics of effective collaboration and PLCs greatly affect the outcomes of PLCs. An emergent framework is provided that includes attributes of effective collaboration and the characteristics of effective PLCs that merge into intellectual and physical shared workspace. Originality/value This paper focuses on the connections between PLCs, school culture, and professional educator collaboration. This paper proposes to provide a unique model called the shared workspace. The model combines the intellectual and physical aspects of group members to ensure the effectiveness of collaborative systems that promote quality practice in schools through functional PLCs as part of a positive school culture. This paper further offers extensions to the shared leadership concept (Carpenter, 2015) in how schools, administrators, and teachers should work together, thus more collaboratively through a continuous improvement process of the school as a workplace and a learning organization.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Intellectual and physical shared workspace

Carpenter

2018

IJEM

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“…Communities of Practice may also be developed to support the implementation of instructional practices learned through professional development models such as professional learning communities and mentoring (Brendefur et al, 2014). Unlike a PLC, where teachers meet for the purpose of gaining new professional knowledge, a CoP's primary focus focused on sharing known information and troubleshooting instructional challenges (Brendefur et al, 2014;Brinton et al, 2020). Participants can collaboratively navigate which instructional practices they consider to be effective and the extent to which they can be implemented in a classroom setting (Brendefur et al, 2014).…”

Section: Building Communities Of Practicementioning

confidence: 99%

“…Unlike a PLC, where teachers meet for the purpose of gaining new professional knowledge, a CoP's primary focus focused on sharing known information and troubleshooting instructional challenges (Brendefur et al, 2014;Brinton et al, 2020). Participants can collaboratively navigate which instructional practices they consider to be effective and the extent to which they can be implemented in a classroom setting (Brendefur et al, 2014). Participation in a CoP 57 can instill confidence in teachers to try new techniques with their students and feel safe talking about it with the group (Brinton et al, 2020).…”

Section: Building Communities Of Practicementioning

confidence: 99%

Dissertation in practice: who teaches the teacher? increasing the literacy knowledge of teachers through formation of a professional learning community

Hamilton

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Teachers of students at the Skipping School are tasked with teaching their students to read while managing a host of complex emotions and behaviors that negatively impact the quantity and quality of their instruction. The purpose of this Action Research study was to examine and lessen existing barriers to effective reading instruction for teachers at the Skipping School. Seven teachers participated in semistructured interviews during Cycle 1 to determine existing barriers to reading instruction. Barriers to reading instruction included professional knowledge, use of curriculum, classroom structure, and differentiation. Action step activities, including the formation of a professional learning community (PLC), were designed, implemented, and evaluated in Cycle 2 to improve the professional knowledge of teachers at the Skipping School. Six teachers chose to participate in Cycle 2. Findings included the teachers' desire to learn, the importance of collaboration, and the continued persistence of challenges after the conclusion of the PLC. Recommendations for the organization included increasing opportunities for teachers to learn best practices for instruction, providing collaborative and ongoing professional development and, including teachers in the procuring of a high-quality reading curriculum.

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Instructional Learning Teams: A Case Study

Abstract: This document was originally published by Sciedu Press in Journal of Curriculum and Teaching. This work is provided under a Creative Commons Attribution 3.0 License. Details regarding the use of this work can be found at: http://creativecommons.org/licenses/by/3.0/.

Cited by 2 publications

References 18 publications

Intellectual and physical shared workspace

Intellectual and physical shared workspace

Dissertation in practice: who teaches the teacher? increasing the literacy knowledge of teachers through formation of a professional learning community

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