Goal 5: Teachers are members of learning communities.
Exhibit P: Directive Tutoring within a PLC
Exhibit Q: Introductory Letter
Exhibit R: Sample Email to Parent
Theorists: DuFour, Eaker, Bransford
Courses: EDUC 560
I define a learning
community in two different ways. First, a professional learning community as
defined by Richard Dufour, ÒIn
a professional learning community, educators create an environment that fosters
mutual cooperation, emotional support, and personal growth as they work
together to achieve what they cannot accomplish alone. (DuFour,
1998, p.xii)Ó Second, the common sense idea
that a school and community should function together as a cooperative group who
work together for the needs of our youth and students. Both are really the same
thing, one is formalized method and the other just a caring and compassionate
attitude of community.
The school district, in which I teach, Monroe City R-1 High School, is a Professional Learning Community. I researched our movement toward this goal and wrote about my findings while enrolled in EDUC 560 Theories of Learning (see Directive Tutoring within a Professional Learning Community). We have since hired a new principal and with a new administrator comes new goals and theories. However, the faculty and staff are still very much functioning as a learning community who cooperate and support the needs of each of our students whether directly in your classroom or not.
As Richard Eaker states, ÒA PLC is characterized by a culture of
collaboration—collaborative teams planning together, analyzing results,
and seeking ways to improve. Ideally, improvement doesnÕt just happen in the
classroom; it should happen throughout the school and districtÓ (Eaker, 2008).
Communication with parents is a part of
the job that I hear some new teachers dreading. At the beginning of my first
year, I was a little worried that I too would fear parental communication for
fear it would take a negative turn. I began the year by sending out an introductory letter to all the parents and guardians of my
students. I felt they should all be informed about who
I was, what my education background was and what I hoped to accomplish in the
classroom. About two weeks into the semester, I had already revealed which
students may be disciplinary problems throughout the year. I remembered the
advice of a professor who exclaimed you never want to have a situation where a
parent is surprised by information. I thought it best to let a few parents know
that I was seeing the beginnings of possible discipline problems with their sons
and daughters. I communicated with them casually, via email and received very
supportive emails in return. They all expressed to please let them know if I
continue to have problems and they would have a talk with the students at home.
Progress reports are generated every
three weeks in our district to help keep students and parents informed of
academic and behavioral progress. In the few years since my maiden voyage as a
teacher I have had a handful of times when students have held a percentage, which
was far below average or have been a behavior problem in the classroom. I have contacted
the parents, some by email (see example email to parent) and others by telephone. I have expressed
my concern and assured them that there was plenty of time left in the quarter
if we nip the problem right away. All of the parents were very supportive and
most of the students improved over the next few weeks. In our district, we schedule
conferences with those parents whom we feel we need to speak with. We are also
available for an evening and the following morning for walk-in conferences. I
scheduled times with many parents over the years. All of the parents have been
extremely supportive and very impressed with what their children were learning
in my classroom. My short amount of experience has already taught me that a
well-informed parent is far easier to work with than one with whom youÕve never been in contact. During my conference
times, my building principal usually stops in at the end of the evening to
discuss how the conferences went and if I may need any assistance.
Another way in which
our district functions as a learning community is with the visibility
and support of our superintendent. Much to my delight, it turns out he is also
extremely supportive of fine arts. We visit now and then about possibilities
for growth in the visual and performing arts and I have found we both share the
same passion for providing fine art and cultural experiences for our students
in this rural area.
We are all part of a learning community. John
Bransford states, ÒWe use the term community-centered
to refer to several aspects of community, including the classroom as a
community, the school as a community, and the degree to which students,
teachers, and administers feel connected to the larger community of homes,
business, states, the nation, and even the world (Bransford,
2000, pp. 144-145).Ó I feel lucky to teach in such a warm, welcoming and
supportive district with colleagues, administration and parents who really care
about the well-being of the students. Monroe City
being my hometown, I donÕt foresee myself moving from the district and hope for
a long and happy career teaching art in Monroe City.
References
Bransford, J. (2000). How people learn; brain, mind, experience, and school. Washington
D.C., National Academy Press.
DuFour, R., Eaker, R. (1998). Professional
learning communities at work: Best practice
for enhancing
student achievement. Reston, VA: Association for supervision and
curriculum development.
DuFour, R. (2006). What is a
professional learning community?. Something better,
Fall 2006,
pages 19-21.
Eaker, R. (2008). The role of support staff in
a professional learning community.
November 11, 2008. http://www.allthingsplc.info/