Schools as Learning Communities Professor Christopher Day

The School as Learning Community Learning must be situated in a critical community of inquirers who accept that knowledge is always partial and fallible and who support the enrichment of knowledge through sharing of meanings, interpretations, and learnings among all members of the community. The learning agenda of the school must be continually related to something intrinsically human - to the exploration of questions important to human individuals and social life. The learning agenda of the school must be related to the large cultural projects of our current era as well as to the cultural projects of our history. Thus, school learnings are connected to a significant discourse about the making of history. School meanings must be continuously related to students' experience of everyday life. (Starratt, 1996, p. 70)

Learning Communities are Multi-Level Individual focussing upon teacher efficacy i.e. "the extent to which the teacher believes he or she has the capacity of affect student performance". Group  the use of distributed intelligence (Gronn, 2000)  clarity of goals  collaboration norms  encouragement of divergence of views Whole Organisation professional community i.e. shared sense of purpose, collective focus on student learning, reflective dialogue, de-privatised practice. Families (as much as 75% of the variables) which co-produce conditions which foster student learning.

Qualities of Learning Communities 1.Caring 2.Inclusive 3.Trust 4.Empowerment 5.Commitment

Part 1 C.P.D.

The Need for C.P.D. Schools as Learning Communities Educators as Lifelong Learners Education Training

The Inquiring Teacher Reflection at the centre - what kinds? Working in communities - inside and outside school Learning to teach over a lifespan Being entitled to personal and professional support and challenge Systematic investigation: critiquing one’s own practice

Precepts for learning and capacity building include: Successful schools are learning communities for adults as well as children Teachers learn best when they participate actively in discussions about the content, processes and outcomes of their learning Successful learning requires time for critical reflection of different kinds, and action research is the most effective means of investigating practice Learning alone though one’s own experience will ultimately limit progress Successful learning requires collaboration with others from inside and outside the workplace Teacher learning and development are necessary for school improvement School leaders play a significant role in teacher learning and the development of a school’s capacity to improve and cope with changeSchool leaders play a significant role in teacher learning and the development of a school’s capacity to improve and cope with change At its best, learning will have personal and professional significance for teachers Supported, sustained learning over time is likely to be more beneficial to the individual and organisation than short term learning If schools are to operate effectively in devolved systems, much reliance has to be placed on trust in professional judgement at school level (Day and Hadfield, 2004)

The Nature of CPD: a definition 'Professional development consists of all natural learning experiences and those conscious and planned activities which are intended to be of direct or indirect benefit to the individual, group or school, and which contribute, through these, to the quality of education in the classroom. It is the process by which, alone and with others, teachers review, renew and extend their commitment as change agents to the moral purposes of teaching; and by which they acquire and develop critically the knowledge, skills and emotional intelligence essential to good professional thinking, understanding, planning and practice with children, young people and colleagues throughout each phase of their teaching lives.' (Day, 1999, p 4).

C.P.D. at the centre: School Improvement Planning

‘Direct’ Teaching Knowledge update Skill update Awareness Sessions Initial Conversations Charismatic Speakers Conferences Courses and Workshops Consultants Learning Out of School Networked Learning Communities School/University Partnerships Subject/Phase Networks Study Groups University Courses Learning in School Team Teaching Peer Coaching Action Research Problem-Solving Groups Reviews of Students Assessment Development Case Studies of Practice Planning Groups Writing for Professional Journals School Site Management Teams On-line Conversations Peer Reviews of Practice Performance Management Mentoring Table 1 - Organising for Professional Development CPD Settings Based on Lieberman & Miller (1999, p 73)

The Three Orientations of CPD

Orientation of development activity Personal Individual professional (extended/long- term career related) Professional practitioner (immediate classroom management/ knowledge/ skills update/training Organisational (role related training/ development) Underlying view of individual Individual as Person Individual as member of wider community of professionals and educative leader Individual as manager of learning and achievement Individual as member of school community Kinds of Professional Development Figure 1 Orientations of Career-Long Professional Development Planning

Change in Learning (Attitudes, Behaviour, Results) Evolutionary Incremental Transformative

Part 2 Evaluation

Evaluating CPD Effectiveness 1. Participants’ reactions 2.Participants’ learning from CPD (cognitive, affective, behavioural) 3.Organisational support and change 4.Participants’ use of new knowledge and skills 5.Student outcomes Tom Guskey (2000)

Participants’ Reactions

Method of evaluation “Happy Sheet” Discussion Focus Groups/Interviews Departmental/Staff meetings Learning logs/reflective journals “..we have two meetings a week, one’s just a standard meeting, and then what we call development meeting, it’s the same meeting of the previous, same topic, but it’s developmental work”

Participants’ Learning

Method of evaluation Interviews with teachers Documentary evidence Interim observation Informal Discussion Reflective logs PM Tests of knowledge Rating own learning Questionnaires “But it’s the soft issues that are the most important..a form might not be the right thing” “You have to kind of have a feel about and pick up things through the leadership team as well”. “…but the professional development part of the performance management cycle means that you can say: ‘How did that CPD affect you in the long term?”

Organisational Support and Change “…I mean it’s not just CPD, it’s the whole culture really…”

Method of evaluation Attainment of SIP targets Retention of staff External recognition (IIP, excellent school list, etc.) Retention of staff in profession Observation (Shadowing) Interviews Questionnaires “I think they feel they are working in a school that’s giving them a lot. I think they feel they are working in a school where it is a professional organisation “The benefit for us is.. people to move on, fine we know that we’ve sent someone from here with the right tools to grow in their job and know how to run a department and spend the rest of their time developing it.”

Participants’ Use of New Knowledge and Skills

Method of evaluation Discussion Documentary evidence Return to happy sheet Interviews with students Interviews with teachers Reflective logs Observation PM Questionnaires “They put in a sheet prior to the event... so then when they come for their reviews we say, “Right, you went on such and such, have you felt it’s been useful for you in the classroom?” “…as part of performance review, they do a questionnaire on-line with their pupils. So they get feedback, we get the feedback into the whole system from pupils.” “We ran inset …I did follow-up observations – to see if they were employing the strategies “

Student Learning Outcomes “If you’re developing the teachers professionally it’s of benefit to the school and it’s of benefit to the children”.

Method of evaluation Interview Sats/GCSE/A/AS Scrutiny of work Discussion Immediate work Term/year evaluations/tests Pupil self assessment Performance assessment Portfolio assessment “I wanted to see if the children were employing the strategies that the teachers had learned – when I went through the answers the children were employing the strategies I’d wanted the teachers to be teaching”. “We have conferences with our students twice a year to talk about the teaching...”

Part 3 Leadership & Support

CPD Management Roles

CPD Leadership Roles

Evaluation Methods

Factors influencing school capacity and student achievement Student Achievement Instructional Quality Curriculum, Instruction, Assessment School Capacity Teachers’ Knowledge, Skills, Dispositions Professional Community - shared purpose, collaboration, reflective enquiry, influence Program Coherence Policy and Programs on PROFESSIONAL DEVELOPMENT by the School District State Independent Organisations