educators as learners: creating a professional learning community in your school

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ED 439 099 SP 039 049

AUTHOR Wald, Penelope J., Ed.; Castleberry, Michael S., Ed.TITLE Educators as Learners: Creating a Professional Learning

Community in Your School.INSTITUTION Association for Supervision and Curriculum Development,

Alexandria, VA.SPONS AGENCY Office of Special Education and Rehabilitative Services

(ED), Washington, DC.; George Washington Univ., Washington,DC.; Fairfax County Schools, VA. -

ISBN ISBN-0-87120-366-9PUB DATE 2000-00-00NOTE 140p.

CONTRACT H02450038AVAILABLE FROM Association for Supervision and Curriculum Development, 1703

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PUB TYPE Books (010) Guides Non-Classroom (055)EDRS PRICE MF01/PC06 Plus Postage.DESCRIPTORS Adult Learning; *Collegiality; Cooperative Learning;

Educational Change; Educational Improvement; ElementarySecondary Education; *Faculty Development; Family SchoolRelationship; Interpersonal Communication; *TeacherImprovement; Teachers; Teamwork

IDENTIFIERS *Learning Communities

ABSTRACTThis monograph describes a professional development model

that supports educators and families in learning and growing together. Itoffers a theoretical framework and practical guidance for renewing thecapacity of schools to produce positive results for all children. It embracesprinciples of collegiality, inquiry, learning, and community. Part 1,"Cornerstones," discusses concepts, assumptions, and leadership qualities ofan-effective school-based staff development model. Part 2, "Process,"presents case studies and activities that show how to build professionallearning communities. It describes strategies to help teams engage inmeaningful dialogue and discovery. It also focuses on the identity of thelearning community, the collaborative learning process, the capacity tolearn. Part 3, "Tools for Learning," offers practical, field-tested staffdevelopment tools that complement the process of building school-basedprofessional learning communities. These tools include: force field analysis;probable and preferred future; affinity; open space; think, pair, share;communication norms for collaborative groups; left-hand column; the pyramid;ground rules; and communication patterns. A glossary of terms is included.(Contains 73 references.) (SM)

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Association for Supervision and Curriculum DevelopmentAlexandria, Virginia USA

AGMED®/NUMMIAssociation for Supervision and Curriculum Development1703 N. Beauregard St. Alexandria, VA 22311-1714 USATelephone: 1-800-933-2723 or 703-578-9600 Fax: 703-575-5400Web site: http://www.ascd.org E-mail: [email protected]

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This work was developed under Grant #H02450038 from the Office of Special Education and RehabilitationServices, U.S. Department of Education (OSERS/DOE), and sponsored by The George Washington University,Washington, D.C., in partnership with the Fairfax County Public Schools, Fairfax, Virginia. The content doesnot necessarily reflect the position or policy of OSERS/DOE, and no official endorsement of these materialsshould be inferred.

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Library of Congress Cataloging-in-Publication DataEducators as learners : creating a professional learning community inyour school / edited by Penelope J. Wald and Michael S. Castleberry.

p. cm.Includes bibliographical references and index.ISBN 0-87120-366-9 (pbk.)1. TeachersIn-service trainingUnited StatesCase studies. I.

Wald, Penelope Jo. II. Castleberry, Michael S., 1945-LB1731 .E355 2000370'.71'5--dc21

99-050780

05 04 03 02 01 00 10 9 8 7 6 5 4 3 2 1

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Creatinga Professional

Learning CommunityEDUCATORS AS in YourScboolarners

List of Figures

Foreword by Roland Barth

Preface and Acknowledgments

iv

v

vii

Part I. Cornerstones1. Realigning for Change 3

2. Learning CommunitiesAn Ethos for Professional Change 7

3. Leading Professional Learning Communities 18

Part II. Process4. Identity of the Learning Community 31

5. Learning as a Community 43

6. Enhancing Capacity to Learn 59

Part III: Tools for LearningTool 1. Force Field Analysis 79

Tool 2. Probable and Preferred Future 82

Tool 3. Affinity 85

Tool 4. Open Space 87

Tool 5. Think, Pair, Share 91

Tool 6. Communication Norms for Collaborative Groups 92

Tool 7. Left-Hand Column 103

Tool 8. The Pyramid 107

Tool 9. Ground Rules 109

Tool 10. Communication Patterns 112

Epilogue 116

Glossary 119

References and Bibliography 121

Index 124

About the Editors and Contributors 129

r5

List of Figures1.1. Building Professional Learning Communities 5

2.1. Wheel of Learning 11

4.1. Moments of Magic Chart 33

4.2. Histomap 35

4.3. Context Mapping 39

4.4. Current Snapshot 41

4.5. Roller Coaster of Change 42

5.1. Collaborative Learning Process 46

5.2. Time Line of the Collaborative Learning Process 47

5.3. Shared Meaning Chart 49

5.4. Charter 50

5.5. Game Plan 51

5.6. Exploration Grid 52

5.7. KWL Chart 54

5.8. Action Plan Grid C 55

6.1. Sample Ground Rules for Meetings 70

6.2. Sample Ground Rules for Brainstorming 70

6.3. Task Roles That Support Group Functioning 71

6.4. Trust Roles That Support Group Functioning 72

6.5. Sample Meeting Agenda Notes 73

6.6. Team Functioning Scale 73

Tool 10. Diagram of Communication Patterns 115

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Foreword

By Roland Barth

ur school is a community of learn-ers!" How many times do we seeand hear this assertion, now so

common in public schools? This is an ambi-tious promissory note, indeed.

The promise, is, first, that the school is a"community," a place full of adults and young-sters who care about, look after, and root forone another and who work together for thegood of the wholein times of need as well astimes of celebration. I find that precious fewschools live up to this mantle of "community."Many more are simply organizations orinstitutions.

As if "community" were not enough topromise, a "community of learners" is muchmore. Such a school is sa community whosedefining, underlying culture is one of learning.A community of learners is a communitywhose most important condition for member-ship is that one be a learnerwhether one is

Roland S. Barth is the author of The Principal Learner:A Work in Progress (1997), Improving Schools from Within(1990), and Run School Run (1980). He is a former publicschool teacher and principal and member of the faculty atthe Harvard Graduate School of Education. Barth wasthe founding director of the Harvard Principals' Centerand of the International Network of Principals Centers.

f j

called a student, teacher, principal, parent, sup-port staff, or certified staff. Everyone. A tallorder to fill. And one to which all too fewschools aspire, and even fewer attain.

The big message of this little volume lies inits title: Educators as Learners: Creating a Profes-sional Learning Community in Your School.

For when the adults within the school-house commit to the heady and hearty goal ofpromoting their own learning and that of theircolleagues, several things follow: They leavethe ranks of the senior, wise priesthood, thelearned, and become first-class members of thatcommunity of learners. And when the adultscome to take their own learning seriously,value and promote it, students take note. Andwhen students see some of the most importantrole models in their lives learning, they toowill learn, even achieve. Hence, adults' learningin our schools is a basic, not a frill.

Schools exist to promote the learning of allof their inhabitants. Indeed, the central pur-pose of a school is to invent and then to pro-vide the conditions under which profoundlevels of human learning can flourish. That'swhy we have them. To paraphrase the legen-dary coach Vince Lombardi: "In schools, learn-ing isn't the most important thing; it's theONLY thing." So just how do you transform a

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EDUCATORS AS LEARNERS: CREATING A PROFESSIONAL LEARNING COMMUNITY IN YOUR SCHOOL

school into a community of learners?Educators as Learners offers nothing less

than a "lesson plan" for members of a school orschool system to transform their institution ororganization into a learning community. Byoffering abundant, explicit, useful examples

vi

and case studies; rich activities; imaginativeprocesses; and thoughtful commentary, thisbook provides a coherent roadmap that will goa long way in helping a school make good onthe promise, "Our school is a community oflearners."

Preface and Acknowledgments

ooks don't just appear. Human desiresand aspirations are forces that contrib-ute to creating a book. This book

resulted from several intersecting forces. Firstwas the desire to bring into being a school-centered, future-focused change model forschools. In this change model, the protagonistsare members of the school communitypar-ents, teachers, specialists, children, and admin-istrators. The direction of change is futureoriented, with all members contributing to theexplanation of who they are as a community,who they want to become, and how they cangrow together.

A second force was the desire to reframe"learning" in our schools. Learning has longbeen the province of children in schools, yetwe know that learning is as important to thelife of a teacher as it is to the life of a student.If schools are to thrive in the 21st century, eve-ryone in the schoolhouse must be a learner.Learning goes hand in hand with change, yetall too often schools are asked to change with-out giving staff the opportunity to learn.

The third desire was to offer a vehicle foreducators to experience their passion for andlove of teaching. Teaching is a profession of theheart. It arises from a deep calling to make adifference in the lives of children. But passionscan subside and fires grow cold, especially in a

r. vii

climate where education has become thescapegoat for the ills of society. Michael Fullan,a well-known school reform activist, suggeststhat it is currently a bleak ,time in the field ofeducation. He states, "Anyone who spendstime in public schools can feel the growing,deepening malaise among educators, whether itstems from a sense on the part of teachers thatthe public and the government do not care .

about them or from an overwhelming sense ofdespair that the problems are insurmountableand worsening" (1997, p. 217). We need aprocess that renews and empowers teachers intheir work.

Finally, we hope that the collaborativelearning process will stimulate the ability ofschool communities to hear and act on themultiple perspectives of teachers, specialists,paraprofessionals, parents, and administrators.And out of this dialogue, new knowledge andpractices will emerge that embrace the diver-sity of all the children attending our schools.

In this book, we describe an emergentmodel of professional developmenta modelwhere learning becomes a way of life for educa-tors as well as children; where collaborationamong teachers, parents, and administrators iskey to creating positive results for all children;and where leadership relies on vision, values,and relationships. Professional development

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literature reports the positive effect of profes-sional learning communities on teacher resil-iency and student learning. Yet knowledgeabout how to support the emergence of profes-sional learning communities is rudimentary.This book offers a beginning theoretical frame-work and practical guidance for thinking aboutwhy and how to build professional learningcommunities in schools.

Educators as Learners: Creating a ProfessionalLearning Community in Your School emergedfrom the work of Project REALIGN, a nationalmodel inservice training project. Funded bythe U.S. Department of Education from 1995to 1998, Project REALIGN was sponsored byThe George Washington University Depart-ment of Teacher Preparation and Special Edu-cation in partnership with Fairfax County(Virginia) Public Schools. The intent of thisprofessional development model was to deepenthe capacity of adults in schoolsthat is,teachers, specialists, paraprofessionals, adminis-trators, and parentsto function as powerfulprofessional learning communities committedto creating new strategies for meeting thediverse needs of all students in their schools.Project REALIGN staff worked with approxi-mately 150 parents, administrators, and teach-ing staff representing multiple roles, disciplines,and grade levels at five public elementaryschools in Fairfax County, Virginia.

Over the three years of Project REALIGN,a multitude of outstanding educators contrib-uted their time, intellect, and hearts to givingbirth to this professional development model.First, the Project REALIGN staff, a group ofhard-working risk takers, weathered many a

viii

storm as we worked together to develop ourideas. Many thanks go to Andrea Sobel, HollyBlum, Elaine Barker, and Maret Wahab.

The actual writing of this book was accom-plished by a wondrous team of educators. Someteam members were involved in the initialconceptualization of the book, and some par-ticipated in the rewriting process. All playedan important part in articulating the ideasfound in this book. The contributing authorsare Laura Bell, Holly Blum, Amy King, AndreaSobel, Maret Wahab, Karren Wood, andRamona Wright. Others, such as Muriel Farley,Marianne Latall, Marie Celeste, Esther Merves,Sheryl Fahey, and Renna Jordan, helped shapeand refine our ideas.

Many educators in the Fairfax County Pub-lic Schools, who worked as facilitators in Pro-ject REALIGN, helped "tease out" theimportant elements of this model. Thank youto Wendy Boehm, Marty Brosky, Maura Burke,Karen Bump, Liz Bush, Thea Cox, CarolFlicker, Laura Freeman, Pam Pavuk, JenniferRose, Donna Schatz, and Jean Waylonis fortheir insightful questions, comments, and con-tributions to REALIGN.

Other communities instrumental in thedevelopment of this model were the parents,teaching staffs, and administrators at elemen-tary schools where we piloted this professionaldevelopment modelStratford Landing,Clearview, Keene Mill, Fairfax Villa, and Hay-field. We are grateful for their dedication toquality practices, their patience, and theirfeedback.

Finally, we are forever indebted to our edi-tor Ellie Abrams and her wonderful staff fortheir endless hours of poring over the manu-script and crafting it into a final product. Wealso would like to thank our colleagues at The

10

PREFACE AND ACKNOWLEDGEMENTS

George Washington University Department ofTeacher Preparation and Special EducationInfant and Early Childhood Programs who pro-vided a support system and cheering section forthe work of REALIGN.

Out of this large, committed community, abudding model for professional developmenthas emerged. We hope this book will challengeyour thinking as much as it did ours.

Penelope j. WaldProject REALIGN, Project Director

Michael S. CastleberryProject REALIGN, PrincipalInvestigator

Washington, D.C.February 2000

M Learners

CornerstonesPart I introduces concepts and assumptions thatare instrumental to building school-based profes-sional learning communities. Chapter 1, "Rea-ligning for Change," presents a theoretical modelfor change in education, based on schools as col-laborative communities.

Chapter 2, "Learning Communities: AnEthos for Professional Change./ discusses therole of collegial learning as a renewing force inschools during times of change. Here, we com-pare the active-interactive, learning-communityapproach to professional development with themore traditional "expert" training approach. Inthis chapter, we present emerging assumptionsand a conceptual frame for professional learning

communities.Chapter 3, "Leading Professional Learning

Communities./ focuses on leadership qualitiesthat support the building of professional learningcommunities in our schools. In this chapter, weexplore the leadership qualities of vision, values,service, capacity building, and relationship build-ing, along with snapshots of school leaders inaction.

12

Realigning for Change

A teacher can never truly teach unless she is learning herself .A lamp can never light another flame unless it continues to burn its own flame.

- RABINDRANATH TRAGORE (1861-1941), NOBEL PRIZE LAUREATE FOR LITERATURE

The Need for Change

in the quest for school improvement,change initiatives have overwhelmed thesystem. Several decades ago, schools might

have had one initiative every year ortwomostly in the form of textbook adop-tions. Now schools are struggling to coordinatemultiple initiatives that are simultaneouslystacked one on top of another. Each brings ananswer to a problemthe technology initia-tive, the literacy initiative, the safe schools ini-tiativebut together they create overwhelmedand overworked staff and a potentially frag-mented education for students.

How did education decide on this additive,piecemeal approach to school improvement?This predisposition to improve things by reor-ganizing the pieces, adding new pieces, andtaking out ineffective pieces dates back to theNewtonian mechanistic worldview of the 17thcentury. The Newtonian model was built onthe idea that the world could be controlled like

a big machine (Caine & Caine, 1997). By the1800s, this mechanistic imagery had influencednot only our thinking in the sciences but alsoour thinking about organizations. Youngblood(1997), in Life at the Edge of Chaos, commentson this mechanistic perception oforganizations:

Normally we view organizations asmachines with parts that we can disas-semble and reconstruct in any fashionwe wish. Organizational change is fre-quently an exercise in moving partsaround until we achieve the magic for-mula that produces the performance re-sults we desire. We expect to be able topredict the outcomes of these changesand to control them completely(p. 76).

It is no surprise that education adopted thispredictable, orderly, bureaucratic model offunctioning. After all, the charge of the publiceducation system was to provide education to

31 3


the massesa task that resembled the massproduction that was going on in our factories.So our schools were divided into grade levels,with each grade assigned specific pieces of thecurriculum and a teacher to teach it. Whenpieces of the system failed, the leaders isolatedthe problem and replaced the broken piece oradded another piece to make the system moreeffective. In this way we got more curriculum,more specialists, and more supervisors.

Dramatic social, economic, and politicalchanges have occurred since this system of edu-cation was originally conceived. Diversity,mobility, and technology have emerged asprime forces shaping our daily livesforcesthat were minimal to nonexistent 50 years ago.Yet our schools are still laboring under thesame bureaucratic mode of organization. Whatwe have is an educational dinosaur, slow tomove and unable to adapt, living in a world ofrapid-fire change.

It is time for our system of education tochange. We no longer need schools designed toeducate children "en masse." We need schoolsthat prepare our learners to lead productivelives in this complex, high-tech, and fast-changing worldschools that are responsive,fluid, and adaptive to emerging needs andopportunities. The next generation of schoolsmust have the capacity for continuous renewal.We must have an ethos that values lifelonglearning for staff and families, as well asstudents.

A New Model for ProfessionalDevelopment in Schools

This book presents ways to create dynamiclearning communities for the adults in our

schoolscommunities where individual andorganizational growth occurs simultaneously.Two cornerstones of this professional develop-ment model are (1) schools as communitiesand (2) collaborative learning.

The concept of schools as communities pro-vides the context for growth and changethefertile ground for growth to occur. A schoolcommunity is a composite of people represent-ing many ages, roles, backgrounds, and dreams.Members of the community are aligned aroundcommon goals, shared values, and an agreed-onway of being and doing. This alignment of ide-ology forms the unique identity of community.It is from this ideological base that communi-ties take action. It is through this communityof mind that synergy arises.

Collaborative learning, the second corner-stone of this model, offers a process for simulta-neously promoting individual andorganizational capacity building. Collaborativelearning assumes a shared focus, a sharedresponsibility to learn, and a disciplinedapproach to acquiring the desired goal. Itdemands that individuals shed the expert roleand adopt a collaborative approach that recog-nizes the values, knowledge, and expertise ofall community members. The collaborativelearning process engages members of the com-munity in a cycle of exploring, experimenting,and reflecting relative to a specific outcome.The knowledge and skills that are generatedthrough collaborative inquiry enriches theknowledge base of the school. From this bankof knowledge and expertise, improved pro-grams and services are born.

The concepts of "schools as communities"and "collaborative learning" interact like anever-expanding web (see Figure 1.1). The coreof the web contains the school community's

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REALIGNING FOR CHANGE

values, visions, and ways of relating. Collabora-tive learning represents the potential forgrowth and capacity building. Multiple oppor-tunities for collaborative learning exist withina community. Community members are free toself-organize around topics of interest to them,yet they are guided by their community's coreideology. The result is a professional learningcommunity connected by shared values andvisions while nourished by high levels ofenergy and forward movement emanating fromthe work of multiple, self-organized, collabora-tive learning groups.

lir (dr Air

This book does not dwell on fixing currentproblems in our schools, but rather on creatinga new future for school communities. JohnGardner (1964) in Self-Renewal underscoresthe need for this future-focused approach toorganizational renewal:

No society is likely to renew itselfunless its dominant orientation is tothe future. There is a readily discerni-ble difference between the society thatis oriented to the future and the one

FIGURE 1.1

Building Professional Learning Communities

Collaborativelearninggroups



Values

Vision

Ways of Relating




515


that is oriented to the past. Some indi-viduals and societies look forward andhave the future ever in mind, othersare preoccupied with the past and areantiquarian in their interests. Theformer have a vivid sense of what theyare becoming, the latter a vivid senseof what they have been. The formerare fascinated by the novelty of each

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day's experience, the latter have asense of having seen everything(p. 105).

With this work, we are forging into thefuture; and we invite you to join us in this col-laborative learning adventure.

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Learning Communities An Ethos for Professional Change

During my 25 years as an educator, Ihave focused on one thingthe mas-tery of the content I need to teach. Iam certain that if I know the contentwell enough, then I can deliver it in away that anyone and everyone canlearn the information. I work very hardto master the content in all my subjectareas. To learn new content, I leave myschool (after a full day of work or afterwriting a full day of lesson plans) toattend a training workshop, a confer-ence, or a course. Most often I attendtraining sessions where experts in thesubject area have a limited amount oftime to transfer all their knowledgeabout the subject to me and 100 otherteachers. They may use a lectureapproach combined with demonstra-tions and guided practice during thetraining session.

After attending the event, I returnto my classroom, shut my door, try thenew stuff with my kids, and, if I amdiligent, make adjustments based onfeedback to myself. Seldom do I receivea follow-up call from the district staffdevelopment office, on-site coachingfrom the trainer, or even a "how's itgoing" from the building administrator.Sometimes I just give up if the newapproach doesn't seem to be working.Most often, I am off to another work-shop to hear about something else new

7

before I have a chance to really thinkthrough and use what I last "learned."

This scenario is fictitious, but it reflects thereality of the traditional training approach toprofessional development. Harrison (1995)describes training as the process for transferringto the employee the knowledge and skills thatthe organization has decided the employeeneeds to know. That description is fairly con-sistent with what happens in education. Thestate, the district, or the school administratordetermines the knowledge and skills a teacherneeds to know and provides training to impartthat knowledge to the teacher. The teacherthen is responsible for delivering the informa-tion to the students. And, finally, the studentsare graded on how much they absorb. That'sthe training food chain.

We see this inservice approach in manyschool districts across the United States. Itassumes that professional development is effec-tive and efficient when it is

planned and delivered by the schooldistrict;

conducted in large groups at off-sitetraining events; and

led by experts who transmit knowledge,skills, and strategies to selected staff.

4P7


Yet its ability to prepare staff to meet theincreasing demands in education is becomingmore and more questionable. The 1996National Foundation for Improvement in Edu-cation (NFIE) publication, Teachers TakeCharge of Their Learning, enumerates the longlist of demands on educators.

Today's teachers must be sensitiveto varying social demands and expecta-tions; must be able to diagnose and ad-dress the individual learning anddevelopment needs of students, includ-ing special emotional, physical, socialand cognitive needs; must be able touse information technologies in all as-pects of their work; must make impor-tant decisions about what and howmuch to teach of the overwhelmingamount of new knowledge being cre-ated in every field; and must reach outmore effectively to parents and thecommunity than ever before (p. xiv).

During the past decade, education litera-ture has promoted a new set of staff develop-ment practices, such as teacher inquiry, actionresearch, professional collaboration, and learn-ing communities to help educators meet theserising expectations. Much of the writing con-tains sharp contrasts between the traditionaltraining approach and the "next generation" ofpractices. For example, in Leadership for theSchoolhouse (1996), Thomas Sergiovanniaddresses the need for teacher inquiry and dis-course:

Few axioms are more fundamentalthan the one that acknowledges thelink between what happens to teachersand what happens to students.

Inquiring classrooms, for example, arenot likely to flourish in schools whereinquiry among teachers is discouraged.A commitment to problem solving isdiffic'ult to instill in students who aretaught by teachers for whom problemsolving is not allowed. Where there islittle discourse among teachers, dis-course among students will be harderto promote and maintain. The idea ofmaking classrooms into learning com-munities for students will remain morerhetoric than real unless schools be-come learning communities for teach-ers too (p. 139).

The question then becomes, How are wegoing to get from the traditional trainingapproach to one that embraces schools aslearning communities for educators? To under-stand the path to this new paradigm, we firstneed to become familiar with the key assump-tions that underlie the concepts of "learning"and "community."

Looking at Adult Learning

Creating a professional development systemthat supports school improvement and profes-sional renewal must be grounded in soundassumptions of adult learning (Loucks-Horsley,1995). Many times we act as if learning hap-pens as a direct result of exposure to new infor-mation; as if at the moment of hearing newinformation, we "learn" it. Learning is muchmore complex than that, especially when thegoal of learning is to build the capacity of theindividual or the system. Five assumptionsabout adult learning are central to buildingprofessional learning communities.

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LEARNING COMMUNITIES-AN ETHOS FOR PROFESSIONAL CHANGE

Assumptions About Adult Learning

Inquiry into underlying assumptionsdeepens the learning process.

Learning is an active process thatoccurs over time.

Learning is driven by the learneraround meaningful issues.

Learning is experimental by nature.Learning is fueled by rich, diverse,

accessible sources of information.

MN=

Assumption 1. Inquiry into underlying assumptions

deepens the learning process.

Since John Dewey first distinguishedbetween thinking and rote learning, learningtheorists have elaborated on the claim thatthere are different kinds of learning. Senge(1990) describes two types of learning: adap-tive and generative learning.

Adaptive learning has three main steps:(1) A problem is encountered, (2) solutions areidentified, and (3) solutions are applied. Theadaptive model operates from a set of assump-tions, beliefs, and interpretations. Theseassumptions form a box or framework for view-ing the problem. Within this framework, a dis-crete number of solutions are possible. Theinquiry centers around the question "Whatshould we do?" The solution relies on our abil-ity to recall past solutions and apply them tothe present situation. It is a process of "recol-lecting" and "reapplying" information.

Generative learning emphasizes a creative,"out-of-the-box" approach to thinking and

learning. It begins the same way as adaptivelearninga problem is encountered. But ratherthan jumping into action with the question"What should we do?" we slow down and ask,"Why is this a problem?" or "What do webelieve or assume that makes this a problem?"This new question leads us to look at theassumptions or way of thinking that createdthe problem, and challenges us to reconsiderthe validity of those assumptions.

Inquiry into the assumptions and beliefsthat create the problem is an essential elementof generative learning. Daniel Kim (1994)maintains that we don't realize that our prob-lems occur in the context of our assumptions.For example, being unmarried is a problemwhen the predominate assumption is that peo-ple who are not married must be uninterestingand unattractive. It is not a problem when thepredominate assumption is that the best andbrightest people tend to be unmarried. Inschools, having 30 children in a class is a prob-lem when the predominant assumption is thatone teacher has the sole responsibility for theeducation of all 30 children. This may not be aproblem if the predominate assumption is thata class of 30 students has two teachers and adouble-sized classroom. Once we realize thatpeople view information differently becausethey operate from different beliefs and assump-tions (what is a problem to one person may bea blessing to another), we can work at seeingthe situation from different perspectives. Inthis way, we open up new ways of thinking andacting.

In education, the capacity for generativelearning greatly enhances professional develop-ment. The inquiry approach, with its emphasison examining the relationship between theory.

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P


A Situation from Two Perspectives

Johnny is doodling while his teacher,Ms. Adaptive, is introducing a new sci-ence concept. Doodling during a lectureis a problem for her. She decides to dis-cuss it with Ms. Generative. "I'm having aproblem with Johnny doodling during myscience lectures; I think I should take hispencil away." This is an example of aproblem-solution or adaptive-learningapproach. Doodling is the problem andremoving the stimulus, the pencil, is thesolution.

Ms. Generative suggests, "Let's notjump to a solution. Let's think about whywe consider Johnny's doodling a prob-lem."

"Because doodling distracts childrenfrom learning," replies Ms. Adaptive.That's the assumption that created theproblem. Now the assumption is out inthe open, and the teachers are able to dis-cuss it.

"Is it true that doodling interfereswith learning?" asks Ms. Generative. Shecontinues, "Maybe, maybe not. It mayhelp Johnny to focus. Rather than ignorewhat might be his learning style, we couldhelp him learn to doodle more purpose-fully, using graphic webbing to representwhat is being said. What other ideascould we come up with if we operatedfrom the assumption that doodling is not aproblem?" This is an example of genera-tive thinkingan examination of theproblem at the assumption level, not theaction or solution level.

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and practice, supports the generative learningprocess. Darling-Hammond (1997) argues thatquality professional development is "centeredaround the critical activities of teaching andlearning; grows from investigations of practice;and is built upon substantial professional dis-course" (p. 323). It is becoming more and moreobvious that the professional developmentmodels in the 21st century will draw on theskills of inquiry and generative thinking(Sagor, 1995; Sparks & Hirsh, 1997).

Assumption 2. Learning is an active process

that occurs over time.

Learning involves a constant movementback and forth between thinking and action(O'Neil, 1995). The learner not only hears andprocesses the information but also experimentswith it and then documents and reflects on theresults. Handy (1995) describes the learningprocess as a cyclical process of questioning,developing ideas, testing, and reflect-ingforming a "wheel of learning" (see Figure2.1).* The learner moves sequentially throughthe four quadrants of the wheel of learning:

A problem that needs a solution triggersthe learner to ask questions.

The learner gathers ideas that answer thequestion and selects the most feasible idea.

The learner tries out the idea and tests it.The learner reflects on the results to

decide if the idea is a satisfactory solution tothe problem.

*From Learning Organizations, edited by SaritaChawla and John Renesch. Copyright (c) 1995 byProductivity, Inc., P.O. Box 13390, Portland, OR97213-0390; phone: 1-800-394-6868. Reprinted bypermission.

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LEARNING COMMUNITIESAN ETHOS FOR PROFESSIONAL CHANGE

FIGURE 2.1

Wheel of Learning

Reflections Questions

From Learning Organizations, edited by Santa Chawla andJohn Renesch. Copyright (c) 1995 by Productivity, Inc.,P.O. Box 13390, Portland, OR 97213-0390; phone: 1-800-394,6868.Reprinted by permission.

The wheel of learning substantiatesthe importance of job-embedded learning.Learning occurs when people actually trynew ideas. The place for that to happen ison the job. Teachers Take Charge emphasizesthe need for ongoing on-the-job learningopportunities:

The learning that teachers needfrom each other is learning that con-tinues throughout the day, the schoolyear, and the career. It is the constantimprovement of practice based onobservation, feedback, reflection,evaluation, and concerted effort totry again with something new (NFIE,1996, pp. 34-35).

Assumption 3. Learning is driven by the learner around

meaningful issues.

The motivation to learn begins inside one-self with a need or a question. Learningemerges from an intrinsic desire to know.When learning starts from within the learner,it becomes a generative process in which thelearner seeks to create something newtobring an idea or a strategy into being.

Sergiovanni's (1996) renewal approach toprofessional development capitalizes on theteacher's personal need to know and commit-ment to excellence, rather than on externalgoals. In this approach, professional develop-ment is driven by intrinsic forces rather thanby external ones. When considering this staff -centered approach to teacher development,Bolin (1987) asks:

What would happen if we set asidethe question of how to improve theteacher and looked instead at what wecan do to encourage the teacher? Ask-ing how to encourage the teacherplaces the work of improvement in thehands of the teacher. It presupposesthat the teacher desires to grow, to beself-defining, and to engage in teachingas a vital part of life (p. 11).

We need systems that empower staff todefine their professional path and grow in waysthat are meaningful in their work withstudents.

Assumption 4. Learning is experimental by nature.

Learning requires a degree of initiative andrisk taking in the face of uncertainty. It is



experimental by nature. The learner must bepatient and forgiving because learning is atrial-and-error process, and mistakes areinevitable.

Obstacles to learning abound, especially foradult learners. One is the fear of being viewedas incompetent by one's peers. Continuing toflounder is often less threatening than turningto colleagues for help. Embarrassment is oftenassociated with learning as an adult. When welack knowledge, we are often left feeling stupidand vulnerable. Or there may be the fear ofreprisal from people in "higher" positions ofauthority if they identify our incompetencies orif we make mistakes. Ironically, we learnedmany of these risk-avoidance behaviors fromour experiences in schools. We must createenvironments where our fears won't be repro-duced in our students.

In teaching, we often find a bias for action.Once a problem is identified, we immediatelyseek a solution. Time for exploring and reflect-ing is lost in the push to act. It takes courageand willpower for usas individuals orgroupsto slow down and look more,com-pletely at the problem, at the assumptionsbehind the problem, and at the desiredresults.

Assumption 5. Learning is fueled by rich, diverse,

and accessible sources of information.

For a system to remain alive . . .

information must be continually gener-ated. The fuel of life is new informa-tion. . . . If there is nothing new or ifthe information that exists merely con-firms what is, the result will be death(Wheatley, 1992, pp. 104-105).

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A vital learning environment offers richresources. The resources come in many formsand can be accessed in multiple ways. Col-leagues, experts, literature, and technologypresent different options that appeal to differ-ent learning styles. In this new professionaldevelopment paradigm, information flows inmany directions. In addition to the traditionalexpert-to-learner flow of information, opportu-nities exist for the expert to learn from thelearner and for the learners to learn from eachother and from their own fund of knowledgeand experience.

The traditional training approach describedin the beginning of this chapter is one methodfor providing staff with useful, relevant infor-mation about current education issues. As amethod of disseminating information, it has apermanent place in the staff developmentprotocol.

Yet other rich and diverse sources of infor-mation can be found inside and outside theschool walls. Inside the school walls, a strongpredisposition must exist for sharing know-howand ideas among staff, for discussing successand failures, and for supporting each other inexperimenting and reflecting. Going outsidethe school affords staff the opportunities tovisit exemplary programs; network with otherteachers; access consultants and university fac-ulty; and tap into multiple forms of technology,such as video, computer, and telecommunica-tions. This inside-outside approach to gather-ing information provides a balance betweengerminating the seeds within the school andcross-pollinating among schools and programsto stay connected and avoid the rigidity ofthinking that often occurs when schoolsbecome too insular in their approach.

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Contemplating Community

We apply [the term community]to almost any collection of individu-alsregardless of how poorly thoseindividuals communicate with eachother. It is a false use of the word. If weare going to use the word meaningfully,we must restrict it to a group of indi-viduals who have learned how to com-municate honestly with each other,whose relationships go deeper intotheir masks of composure, and whohave developed some significant com-mitment to rejoice together, mourntogether, delight in each other, andmake others' conditions our own(Peck, 1987, p. 59).

Communities are "collections of individu-als who are bounded together by natural willand who are together bound to a set of sharedideas and ideals. This bounding and binding istight enough to transform them from a collec-tion of 'I's' to a collective 'we"' (Sergiovanni,1996, p. 48). When we apply the concept ofcommunity to schools, the focus shifts fromschool structure to school culture, from ways oforganizing to ways of being, from brick andmortar to ideals and relationships.

Fullan (1998) argues that school reform hasfailed because of the focus on restructuringschools, that is, changing the ways schools areorganized to improve teaching and learning.Hoping to find the right answer, schools havecontinuously adopted the latest curriculum andinstructional delivery formulations, leavingstaff exhausted by change and often still facingthe original problems. Fullan advises us to lookinstead to the reculturing processchangingthe norms, values, and relationships in ourschoolsas a more expedient way to improve.

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teaching and learning. He believes that foster-ing a more collaborative, collegial workplaceamong teachers will positively affect studentoutcomes. Rather than having new structuresdrive the change process, a change in culturetoward a more collaborative, community-minded way of being together will dictate thenecessary organizational changes in schools.

Examining assumptions underlying theconcept of a community illuminates how a pro-fessional development approach focused onschool culture rather than school structurecould impact our schools. This section exploresthree assumptions about community.

Assumptions About Community:

A shared philosophy bonds acommunity.

A community is a web of diverserelationships.

A community provides the contextfor the emergence of unpredictablepotential.

Assumption 1. A shared philosophy bonds a

community.

One of the most important actions for aschool community is,to develop a shared phi-losophyan agreed-upon statement aboutchild development; learning, and importantoutcomes for children. This shared philosophy(1) serves as a concrete document that guidesthe actions of members of the school com-munityteachers, administrators, parents, andstudentsand (2) offers the school community

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a collective strength of mind and spirit.According to Saphier and D'Auria (1993),"The collective power of a school facultyunited behind a few important commonlyprized outcomes for students is virtually unlim-ited" (p. 3). A shared philosophy gives a schoolcommunity a strong sense of identity and con-tinuity in times of change. This philosophy isthe compass for the school.

Shared purpose and values do not emergeout of a vision-building exercise or even atwo-day faculty retreat. A school works atarticulating and actualizing its most deeply feltbeliefs over time. This process requires contin-ual vigilance. Vigilance is present when pur-pose and values guide the ongoingconversations in the schoolhousewhenalignment exists between the day-to-day deci-sions and a community's expressed beliefs.Shared purpose and values serve to enhancethe cohesiveness among staff, connect theschool community to its higher purpose, andreenergize staff when the going gets rough.

Revisiting the school's philosophy is essen-tial as staff members grow together and probedeeper into the beliefs that guide their actions.As Wheatley and Kellner-Rogers (1996) state:

As we act together ... our identitygrows and evolves. It helps periodicallyto question what we have become....Do we each organize our work from thesame shared sense of what is significant?Such an inquiry helps return us to theenergy and passion of that space of earlyvision. We return to the place whereour community took form (p. 62).

Purpose and values are matters of the heart.As we come to discover more of who we are,our purpose and values become more visible

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in our words and actions. They become theorganizer of our community. Our structureevolves from our purpose and values.

Assumption 2. A community is a web of diverse

relationships.

When we reach into the most fun-damental basis of our being, we find apregnant void, a web of relationships.When somebody asks us to talk aboutourselves, we talk about family, work,academic background, sports affilia-tions, etc. In all this talk, where is our"self"? The answer is nowhere becausethe self is not a thing, but . . . a narra-tive striving to connect with other nar-ratives and become richer (Kofman &Senge, 1993, p. 14).

Margaret Wheatley (1992), in Leadershipand the New Sciences, suggests that we existonly in relationship to another person or idea.The constitution of the self happens in rela-tionship, and relationship is at the heart of acommunity. Communities support certain waysOf being and discourage others. As we work tobuild vital communities in our schools, the waywe regard one another matters. Do we see eachother as human beings brimming with possibil-ity and potential or as part of an assembly line?The work of a community is to affirm who weare as individuals and who we can becometogether. We are gifts to one another. Our diver-sity adds richness to what we can offer eachother. In schools, the work of the communitybegins when staff are able to meet face to faceand identify the unique gifts and talents thateach person brings to the situation. When stafffrom different classrooms, grade levels, and spe-cialties come together, misunderstandings can

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be addressed; a commonality of vision, goals,and practices emerges; and dynamic synergy of.thought and action is ignited.

To thrive on the diversity, communitymembers must be able to effectively probe intoeach other's thinking. A community rich withdiversity must be skilled at transforming con-troversy into a deeper understanding of theproblem or issue at hand. Stephanie Ryan(1995) eloquently expresses the potential ofdiversity within a community. "The sense ofcommunitywhere an appreciation of inter-relatedness, our wholeness, allows for differ-ences to be expressed and transcended gra-ciouslyoffers fertile ground for learning andcollaboration" (p. 289). Communities are websof diverse relationship. The health of the com-munity is reflected in how it welcomes andnurtures the expression of its diversity.

Assumption 3. A community provides the context for

the emergence of unpredictable potential.

Emergence is the surprising capac-ity we discover only when we join to-gether.... We witness emergence anytime we are surprised by a group's ac-complishments or by our own achieve-ments within a group (Wheatley &Kellner-Rogers, 1996, p. 67).

Community as a context for the emergenceof unpredictable potential demands that eachmember be committed to high personal stan-dards, lifelong learning, and the work of thecommunity. All members are accountable fortheir contribution to the whole and have asense of the relationship between themselvesand the whole. Like a musician in an orchestra,members of the community are expected to be

masterful in their own right while at the sametime mindful of their role and the role of theothers in creating the dynamic potential of thewhole.

People form powerful communities whenindividuals realize they need one another toaccomplish their work. They cannot accom-plish the work alone. Members of these com-munities are "critically dependent on eachother . . . where collaborative learning is notjust nice but necessary to survival. This inter-dependence promises an atmosphere of jointresponsibility, mutual respect, and a sense ofpersonal and group identity" (Brown, 1994,p. 19).

This sense of interdependency feeds thepotency of the collective. A community thatsets extraordinary challenges for itselfchal-lenges that no one person can handle aloneand that require the discipline and commit-ment of each memberbegins to radiate a newsense of energy and power.

Learning communities in schools harnessthe collective energy of staff for growth andchange. The accomplishments of teachersworking as individuals, good as they may be,pale in comparison to the accomplishments ofa united faculty. It is like the differencebetween a bunch of good basketball playersand an outstanding basketball team. The syn-ergy that emerges from groups of teachers learn-ing together and helping one another holdsgreat potential for both improving student out-comes and creating a caring, nurturing envi-ronment among the staff (Joyce & Calhoun,1995). The following statements, extracteddirectly from school reform literature, expressthe power of professional collaboration avail-able to our schools.

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Collaborating staff :. . relish op-portunities to share ideas about teach-ing. They learn to appreciate thecollegial interdependencies in waysthat reach deep into the heart of theirschools and classrooms and perceiveindividual and group risk-taking aslearning opportunities (Uhl, 1995,p. 258).

Teachers' participation in a profes-sional community of like-minded col-leagues had a powerful effect on theirability to know better what to do inthe classroom and to adapt their teach-ing strategies to more effectively meetstudent needs. Where such collegialityis high, teachers have more positiveviews of teaching and teach more suc-cessfully (Sergiovanni, 1996, p. 141).

The concept of community speaks ofshared philosophy, networks of relationships,and synergy. It is a living, breathing context fororganizinga context where people, not tasks,occupy center stage. The concept of commu-nity offers a new place to start when creating aculture that supports the growth of educators.

Literature offers definitions of learningcommunities that call forth our lofty andpoetic side. For example, Kofman and Senge(1993) picture learning communities as

spaces for generative conversations andconcerted action [where] people cantalk from their hearts and connect withone another in the spirit of dialogue.Their dialogue weaves a common on-going fabric and connects them at thedeep level of being. When people talkand listen to each other this way, theycreate a field of alignment that

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produces tremendous power to inventnew realities in conversation and bringabout these new realities in action(p. 16).

To some, this description may be inspira-tional. To others, it may be too idealistic.Regardless of what we think about the conceptof the learning community, we know the pro-fessional development compass is pointing inthe direction of increased collegiality, collabo-ration, and ongoing inquiry. Michael Fullan, aleader in school reform, heralds in this new erawith these words:

The future of the world is a learn-ing future . . . . It is a world where wewill need generative concepts and ca-pacities. What will be needed is the in-dividual as inquirer and learner,mastery and know-how as prime strate-gies .. . teamwork and shared purposewhich accepts both individualism andcollectivism as essential to organiza-tional learning (1993a, pp. viiviii).

The traditional training approach is nolonger the answer. Consensus is buildingaround the notion that effective teaching inthe 21st century will require "teachers, schooladministrators, and communities to jointogether to make all schools learning organiza-tions and all teachers learners" (NFIE, 1996, p.xii). Professional learning communities havethe potential to be a major catalyst in trans-forming the teaching-learning process becauseteachers, as members of a learning community,can experience learning in the same ways thattheir children should experience learning.

The concepts and assumptions associatedwith learning and community discussed in thischapter are equally applicable for teachers as

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they are for children. In this new paradigm, aswe reflect on ourselves as learners in a largercommunity, we will better understand how ourchildren feel as learners in similar situations.We will have new insights about cooperativelearning in heterogeneous groups, learner-

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centered teaching, and the inquiry-basedapproach to learning because we will have hadthe experience firsthand as part of a learningcommunity. We will be active participants in aworld that is a learning world for everyone.And we will be all the wiser for it.

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Leading Professional Learning Communities

weaver is intrigued by an opportunityto create a tapestry that represents thevaried qualities of leadership. To begin

the intricate tapestry, the weaver carefullyselects thread colors: bright orange for commit-ment, deep green for relationships, mustardyellow for trust, and ripe red for collaboration.With nimble fingers, the weaver adds a seablue thread for values and a steel gray threadfor service. Carefully woven into the pattern,each thread contributes beautifully to theincreasing complexity of the tapestry. Thecombination of all the colors is inspiring to allwho behold it. Last, a thread of black is wovenaround the perimeter of the tapestry. This sumof all colors represents the vision that framesand links each of the colors.

The tapestry is a holistic image of qualityleadership. The weaver neither followed norsuggested a formula or exact proportions of col-ors. Each tapestry of leadership created by theweaver represents a leader's unique blend andarrangement of qualities. Although researchershave documented many characteristics ofinspiring and effective leaders, we focus hereon the five qualities of leadership that wefound critical to building and sustaining profes-sional learning communities in schools: vision,values, service, capacity building, and relation-

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ship building. The chapter includes five casestudiesone for each quality. The case studiesrepresent fictitious schools, yet they are basedon the experiences of the authors as theyworked with various elementary schools.

Past, Present, and Future

Time present and time pastAre both present in time futureAnd time future contained in timepresent.

T. S. ELIOT (1888-1965),"BURNT NORTON" FROM FOUR QUARTETS

Over the years many schools have functionedunder a hierarchical, command-and-controlmodel of leadership that evolved during theindustrial revolution. This era valued effi-ciency, predictability, control, and uniformmass production of goods, all of which becamethe earmarks of a successful organization andits leadership. The roles and actions of schoolleaders were, for the most part, congruent withthe purpose of these 20th century industrial ageschools: to systematically, uniformly, and effi-ciently provide students with the knowledgeand skills necessary to function effectively inan industrial, democratic society.

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LEADING PROFESSIONAL LEARNING COMMUNITIES

As we enter the 21st century, our schoolsmust continue to prepare our children tobecome productive citizens in a democraticsociety; and at the same time we must remem-ber that we no longer live in the industrial age.We now live in a technologically sophisticatedinformation age in which knowledge, notgoods, is the prize product; fast-paced change,not stability, is the status quo; and futures arecreated, not predicted. For example, as recentlyas 1968, change was perceived as a predictableevent; and now, just 30 years later, this view ofchange is significantly altered. Experience hastaught us that change is a continuous journey.

In What Matters Most: Teaching for Ameri-ca's Future, the National Commission ofTeaching and America's Future (1996) gives usthis warning:

There has been no previous timein history when the success, indeed thesurvival of nations and people, hasbeen so tied to their ability to learn.Today's society has little room for thosewho cannot read, write, and computeproficiently; find and use resources;frame and solve problems; and con-tinually learn new technologies, skills,and occupations. Every school must beorganized' to support powerful teachingand learning (p. 3).

To approach this challenge, we need lead-ers of school communities who are committedto continuous schoolwide learning and grow-ing. We need leaders who can challenge bothstudents and professionals and can transformour schools into powerful learningcommunities.

Building vital professional learning com-munities in schools asks the leader to perform a

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multitude of complex roles; these roles attendas much to realizing potential and creatingrelationships at both the individual and organ-izational level as they do to producing results.In much the same way as a painter carefullycombines the colors of the palate to create abackground from which the painting emerges,the leader creates a culture that serves as thesetting for the emergence of a vital professionallearning community. The role of the leader asculture builder carries new responsibilities thatoften read more like poetry than like a tradi-tional job description:

Creates sparks, marshals forces, tendsfires, and celebrates victories.

Believes in and releases the potential offollowers.

Unites dynamic and diverse communitiesfor the good of the whole.

We acknowledge that many forms of lead-ership exist within schools. For the purpose ofthis conversation, the school leader is the desig-nated site-based leader, such as the director,headmaster, or principal. We are also makingseveral assumptions about leadership for build-ing professional learning communities inschools:

The leader lives by and models deeplyheld values and beliefs. Keshavan Nair (1994),

in Lessons from the Life of Gandhi, concludes,"Leadership by example is not only the mostpervasive but also the most enduring form ofleadership" (p. 140). We assume that qualityleaders "walk the talk" in every aspect of theirwork.

The leader is well grounded in her senseof self. In The Tao of Leadership, John Heider(1985) states this assumption simply but

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eloquently, "I know where I stand and I knowwhat I stand for: that is ground" (p. 51). It isimpossible to lead others in meaningful con-versations about the future, about deeply heldbeliefs, about relationships, and about learningwithout self-understanding.

Change efforts are more successful whenthey emanate from within the school commu-nity and are supported by its leader. Staff atti-tudes and actions about change, innovation,and professional learning are significantlyinfluenced by the leader's disposition.

The following sections highlight the fivecritical qualities of leadership and their atten-dant actions.

Vision

In Leading Without Power, Max DePree (1997)draws a distinction between vision and sight:"We can teach ourselves to see things the waythey are. Only with vision can we begin to seethings the way they can be" (pp. 116-117).DePree is describing the future-focused qualityof leadeiship that is essential in creating ameaningful context for action in learning com-munities. Future-focused leadership is the abil-ity to look beyond the present circumstancesand conjure an image of the future that recog-nizes and responds to the need for change. Acommunity that has a future-focused culturetalks about what's possible and what newopportunities are available, not what's wrong orwhat needs to be fixed (see box, "Case Studyon Vision").

The school vision is not solely the brain-child of the school leader but is born out of acommunity's conversation regarding the ques-tion "What do we want to become?" School

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leaders share their image and invite all mem-bers of the school community to verbalize theirhopes and dreams for the future of the childrenin their school. The conversation focuses oncommunicating ideas; listening to each other;and discovering, nurturing, and articulating avision that is inspiring and compelling to eve-ryone. Teachers whose hopes and dreams havedimmed as a result of their teaching experi-ences will need help in restoring their visions.Future-focused leaders work with disappointedteachers and help them rediscover their reasonfor entering the teaching profession.

A vision becomes the community's roadmap to the future: It connects dreams and aspi-rations, offers hope for a different future, andbonds diverse people and their perspectives. Tosustain this communal energy and hope, theleader must hold the vision high for all to see,constantly revisit it, expand on it, and continu-ously help members of the community connectwith it and find ways to personalize it andmake it their own. The goal is to unite peoplethrough a mutually held vision and then sup-port the people in changing the vision into areality. Peter Senge (1990) says, "Leadership isultimately about creating new realities." Weagree. To us, a powerful leader inspires dreams,marshals the forces, and tends the fires untilvision becomes reality.

Values

Let's play the word association game: You say aword and then I say the first word that comesinto my mind. You say "leader" and I quicklysay "values." The association of leader and val-ues conjures a mental image of Gandhi dyingin India with violence rising in the streets all

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11111111111

Case Study on Vision: Westlake Elementary School

Westlake Elementary School, with its350 students and 22 staff members, is part ofa large school district that serves 110,000students. The school staff is characterized byan attitude of acceptance of all the childrenin the school. For several years, WestlakeElementary has successfully served its ownstudent population with learning disabilities(LD), as well as the increasing number ofstudents with limited English proficiency(LEP) who have joined the school commu-nity. In addition, during this school year, twostudents have become eligible for specialeducation services for the emotionally dis-abled, and one student has been diagnosedas mildly mentally retarded. As this schoolyear closes, the staff is preparing for the nextone. They are anticipating that most of theirkindergarten students with LEP will attend aspecial center at another school and that thestudents with disabilities will transfer toschools with appropriate disability programs.

At a school faculty meeting, a 1st gradeteacher suggests that the students with LEPstay at Westlake, their own communityschool. The school speech and languagepathologist offers to support the primaryteachers in adapting curriculum for studentswith LEP. The principal (Ms. Gray), the LDteacher, and the 2nd and 3rd grade teachersare all interested in exploring ways in Whichthey can serve the three students identifiedfor special education in their classrooms so .that these students can remain at Westlake

with their siblings. At a meeting, Ms. Grayasks her staff, "Are we ready to begin a jour-ney to become an inclusive school in whichall children are welcome and all childrencan learn?"

The speech and language pathologistcomments that as the school's populationbecomes more diverse, staff want to learnmore about new student groups and how tomeet their needs. A 2nd grade teacher vol-unteers that she has enrolled in a minicourseon working with parents from other cultures.

Most of the staff agree that they wouldlike to pursue the possibility of invitingthese students to remain at Westlake andplan to create teams to further discuss theircommitments to children and families.

Many of the staff also express a commoncommitment to the children and familiesthey serve. As the discussion progresses, sev-eral additional staff become interested inother possibilities and express a willingnessto explore and learn together. Ms. Gray iscreating opportunities for her staff to begin ajourney toward a vision.

This case study demonstrates that lead-ers can share with their teaching staff animage of the future that is different from thecurrent reality and is respectful of theirbeliefs, needs, and interests. The staff willbecome engaged in further defining theirvision and committed to learning processesto create a new reality.

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around. He hasn't had anything to eat or drinkfor many days, and his life systems are slowlyshutting down. He refuses to eat or drink untilall the people in his country demonstrate thatthey are committed to the value ofnonviolence.

Gandhi's fast is an expression of his com-mitment to the values of nonviolence. His"way of being" teaches a poignant lesson: Lead-ers, by their words and actions, are the keepersof values. Such words and actions emanatefrom deep within the heart of the leader. Fromthis base of "knowing thyself," the leader isable to begin the work of calling forth the val-ues and beliefs of the members of the organiza-tion. For example, the principal helps themembers of the school community unveil theircommon values and define what they stand forand value as a collective. Articulating thesevalues provides a beginning point for bondingamong members of the school community. Thevalues become the moral and ethical founda-tion for the work of the leader and the organi-zation and guide them in decision making.

The next challenge of leadership is makingvisible these mutually held values and beliefs.Harvey and Lucia (1997), in 144 Ways to Walkthe Talk, advise that "the true purpose of ourvalues statements is to guide both our behav-iors and our decisions" (p. 7). The role of theleader is to ensure that values are transformedinto action. The leader conscientiously moni-tors the fidelity between values and actions.

Many school communities have labored todevelop a school mission statement and articu-late their values and beliefs about teaching andlearning. Yet staff often do not reference thesestatements when they design their instruc-tional programs. Nair (1994), in LessonsLearned from Gandhi, says, "If we don't

'7. . ,.;

operationalize our ideals, they are often noth-ing more than slogans" (p. 26). The leader askscommunity members to commit to their idealsand then strive to align their actions withthese ideals. People will make mistakes andmiss their goals, but "knowing we will not beable to attain perfection is no excuse for notmaking a commitment" (Nair, p. 26). A qualityleader offers the community the courage tospeak its convictions, the strength to live bythem, and the opportunities to operationalizethem (see box, "Case Study on Values").

Service

Just as "ethical" and "moral" are words associ-ated with values-based leadership, "steward"and "servant" are associated with service-basedleadership. A service-based leader acts as asteward to the purpose, vision, and values ofthe organization and to its individual members.According to Peter Block (1993), stewardshipis the willingness to be accountable for thewell-being of the larger organization by operat-ing in service, rather than in control, of thosearound us. Stewardship is different from charis-matic leadership in that the light does notshine solely on the power of the leader butrather on the community members and theircontributions. In The Tao of Leadership, Heider(1985) offers a simple image to illustrateservice-based leadership:

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Imagine you are a midwife, you areassisting someone else's birth. Do goodwithout showing fuss. Facilitate what ishappening rather than what you thinkought to be happening. If you musttake the lead, lead so that the motheris helped, yet still free and in charge.


When the baby is born, the motherwill rightly say, "We did it ourselves!"(p. 33).

Thomas Sergiovanni (1996) describes serv-ice leadership in schools as"'a commitment toadminister to the needs of the school as aninstitution by serving its purposes, by servingthose who struggle to embody these purposes,and by acting as a guardian to protect the insti-tutional integrity of the school" (p. 88). Inschools, principals operationalize this idea byestablishing infrastructures that "clear the way"

for staff to realize their full potential andadvance the vision of the school. The schoolprincipal clears the way by providing neededresources, planning for ongoing collaboration,eliminating impeding practices, enrolling thepublic in the work of the school, and protect-ing the integrity of the school.

For example, if the school is not producingthe desired results, the principal challenges thestaff to revisit what they are doing; and whendifficult issues arise, the staff confront andnegotiate the issues, not ignore them. In TotalLeaders (1998), Charles Schwahn and William

Case Study on Values: Sanford Elementary School

Because his previous experiences in theschool system demonstrate a strong beliefsystem and well-articulated commitment toinclusion, Dr. Beamer was chosen for theprincipalship of Sanford Elementary School.

Twenty years ago, as a classroom teacher,Dr. Beamer initiated a relationship with thespecial education and the LEP teachers whowere serving his students. He invited themto coteach with him and regularly used hislunch break to plan with them. He encour-aged his students to identify and speakopenly about their uniqueness. Dr. Beamermodeled for his students an appreciation ofeach of their differences. In a staff develop-ment position, Dr. Beamer facilitatedteacher research projects on the teacher'srole in developing an inclusive classroomcommunity. These projects provided teach-ers with an opportunity to reflect on theirown biases, prejudices, and present practices,11


and then create new or different practices tofurther inclusive classroom communities.Before Sanford Elementary School openedits doors, Dr. Beamer was able to select andthen meet with its future faculty. Togetherthey explored such questions as "How willwe welcome and honor all members of ourschool community?" and "How will we worktogether to ensure that all share in theresponsibility of educating our children?"

This case study demonstrates that Dr.Beamer is an educator who consistently"leads from the heart" and from a set of val-ues about respecting and including everyone.His actions throughout his career speak to apassion about his belief system. In his posi-tions of leadership, he has created opportu-nities for discussion, has shared decisionmaking, and has honored each person's con-tribution to the community.

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Spady elaborate on the challenge and responsi-bility of service leadership:

While the term service sounds soft,the duty is hard. When obstacles areimpeding success . .. [the leaders] insistchanges be made. When the integrityof the organization's purpose and suc-cess are at stake, they are the first tostep up (p. 104).

Service-based leadership is especially appli-cable to a school where a culture of collaborat-ing, learning, and innovating predominatesamong the staff. In a collaborative environ-ment, the school leader serves the communityas a guide, not as a controlling force. Theleader who is in service holds the vision andthe expectations of the community highenough for all to see and then supports andempowers the school's staff to continuouslydevelop the knowledge, skills, and strategiesnecessary to realize the school's vision (see box,"Case Study on Service").

A leader who serves also allows the staff tomake key decisions about their work with chil-dren. When initiatives come along, staff areallotted time to study them, talk about them,experiment with them in the classroom, andreflect on their efficacy. Staff are expected toevaluate both new and old practices in rela-tionship to the school's values and purpose andtheir desired outcomes for students. When staffhave the freedom to explore, experiment, findnew resources, and try new practices, theybegin organizing themselves into groups forsupport and reflection. Within these groups,members assume leadership roles.,Before long,multiple leaders emerge, thus strengtheningthe school's capacity to realize its goals.

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Capacity Building

Vital organizations have adoptedan attitude of lifetime learning, andthey help their members make every-day learning a reality in their lives.The nourishment of individuals lies atthe heart of vital organizations, and thenourishment of individuals begins withthe opportunity to learn (DePree,1997, p. 105).

A school cannot realize its vision withoutexpanding the skill and knowledge base of itsstaff. Through capacity-building activities, aschool begins to close the gap between its cur-rent abilities and needed capabilitiesfor bothindividuals and the school as a whole.

At the individual level, a quality leaderignites and nurtures each person's capacity tolearn, grow, and change. A climate thatencourages risk taking is fundamental whenstaff members need to stretch beyond whatthey know and explore frontiers. DePree(1997) feels that risk taking offers "opportuni-ties to move closer to our potential. Risks resultin a kind of learning available in no other way"(pp. 144-145). In an organization that prizeslearning, risks cease to be threatening, andpeople can learn powerful lessons from successand failure. Sometimes our most poignantlearning comes from failed attempts.

In this risk-taking environment, the leaderoften acts as a coach who helps clarify goalsand encourages action. For some, encourage-ment means stimulating new ways of thinking;for others, it means shoring up self-confidence.Regardless of the approach, the coach ulti-mately retreats, letting the learners spread theirwings and take their bows.

The effect of individual capacity building


Case Study on Service: Lakeside Elementary School

Lakeside Elementary School has fivepods, each with six classrooms and a sharedcommon area. The school staff have organ-ized themselves into family groupingsthatis, groupings that include multiple grade lev-els. Such groupings ensure continuity ofinstruction across grade levels and increasedopportunities for multi-age groupings, inte-gration, and relationships between studentsand teachers.

Each "family-cluster" teaching teammeets bimonthly. Either the principal, Ms.Roley, or assistant principal, Mr. Del Rosa,attends one monthly meeting per team andaddresses questions, concerns, or challengesabout instruction and collaboration. Familymeetings are primarily focused on team plan-ning and instructional issues. Most adminis-trative matters are handled by memo or atthe quarterly faculty meetings.

Feedback from these self-organizedteams has led the staff and administration toagree on several significant schoolwidechanges: (1) parent meetings are now con-ducted according to family group instead ofgrade level; (2) monthly parent meetings are

within a school is exponential because itenables an entire school community to becomemore competent as it journeys toward itsvision. But developing the "collective mind"cannot be left to chance. Faculty membersrequire time and opportunities to learn andreflect on quality practices together. Leadersmust consider ways to facilitate the ongoingquestions of (1) how to encourage school-based

, , 25

scheduled alternately during the eveningand daytime hours; (3) a position for a "mul-tiple intelligences" resource teacher hasbeen created; and (4) all teachers have theoption of making two home visits per year.

Lakeside Elementary is an example of aschool whose infrastructure is consistentwith the vision, values, and purpose of theschool community: The family groupingsand staff cluster meetings promote a conti-nuity of instruction and relationships amongstaff, students, and families. A master sched-ule permits joint planning time that facili-tates ongoing collaboration, learning, andcapacity building.

This case study demonstrates that thedecisions of the leadership of Lakeside Ele-mentary are driven by the vision of theschool and by a high regard for serving thefaculty. The leader is attentive to the recom-mendations of the learning teams and familyclusters; teachers are empowered to create aschool that is constantly moving in thedirection of fulfilling their vision.

study groups and (2) how to align emergingpractices with the school vision. Leaders createexpectations for high levels of individual andorganizational competence when they incorpo-rate physical and temporal infrastructureswithin a school that promotes ongoing collabo-ration among professionals for sharing informa-tion, knowledge, and skills (see box, "CaseStudy on Capacity Building").

35 BESTCOPYAVAILABLE


Case Study on Capacity Building: Oakwood Elementary School

The faculty, parents, and administrationof Oakwood Elementary School have devel-oped a vision for their school: All studentsreceive an individualized, high-quality edu-cation program that recognizes their uniquecharacteristics and maximizes their potentialin both the academic and personal-socialdomains. Parents and faculty have agreed toinstitute two multi-age classes at every gradelevel in two years.

To help build the staff's capacity to real-ize this vision, the principal has both sur-veyed and interviewed staff members abouttheir needs and interests. After reviewingstaff surveys and current research about pro-fessional development and school change,the principal has reallocated funds to

Relationship Building

Recently, while discussing teaming and col-laborating, the staff of an elementary schoolgenerated a list of successful teams: the Chi-cago Bulls, Seinfeld Company, and Roy Rogersand Dale Evans. Several staffers quicklydecided that a supertalented leader, such as TVstar Jerry Seinfeld or basketball hero MichaelJordan, was the cause of the team's success.This is the image of the leader as the herowhose charisma motivates all. An alternativeimage of leadership is emerging: the leader asan architect of relationships. In this capacity,the leader designs a workplace where relation-ships are primary, where a sense of belongingand trust is pervasive, where diversity is valued,

support three major thrusts for staff develop-ment during the school year: (1) on- andoff -site observations and debriefings,(2) teacher research groups on topics identi-fied by staff, and (3) acquisition of resourceson multi-age and related topics for theschool's professional library.

In this case study, the principal recog-nizes that for change and improvement tooccur, the knowledge, skills, and strategies ofthe staff need to be developed and enriched.The principal also respects the ability of thefaculty members to identify professionaldevelopment goals that will improve boththeir individual and the school's capacity tocreate a different future.

and where connections are open and active.Creating an atmosphere of belonginga

feeling of connectednessis a primary role ofthe leader. Abraham Maslow's (1954) hierar-chy of needs suggests that a sense of belongingand acceptance precedes our ability to performto our potential. When we are in relationshipswith others, we learn more about ourselves andour individual and collective potential.Belonging creates a climate of safety where risktaking for the purpose of capacity building canthrive. The leader sets the tone for belonging:

Relationships are also based on trust.Stephen Covey (1990), in Principle-CenteredLeadership, offers some insights into the leader'srole in developing a trusting organization.Covey believes that trust between people

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emerges from a core of trustworthiness. Trust-worthiness is a personal phenomenon thatcombines character and competence. Leadersdemonstrate trustworthiness through their per-sonal integrity and professional competencewhile they simultaneously create opportunitiesfor staff to demonstrate their trustworthiness.The combination of these actions supports thedevelopment of group trust.

The leader as architect of relationshipsvalues diversity. Leaders who truly value diver-sity are challenged by different thinking andwork styles and capitalize on the potential ofcongregating groups with diverse perspectives.Leaders intentionally move in different circlesand seek ideas at the periphery. In buildingprofessional learning communities in schools,the principal who values diversity promotesmultidisciplinary representation on collabora-tive learning teams and provides opportunitiesfor learning teams to seek new or differentperspectives.

Leaders in vital organizations seek newways to connect people to each other. MargaretWheatley and Myron Kellner-Rogers (1996)advise that (1) the more access people have toone another, the more possibilities there areand (2) when structured organizational chartsthwart access to people and information, indi-vidual and organizational potential is dimin-ished. People need to be free to reachanywhere to accomplish their work. Leadersare responsible for creating the structures, bothhuman and technological, that give an organi-zation access to itself and the larger world.

Relationships are central to developingprofessional learning communities. Leaders whoweave strong, dynamic webs of relationships intheir schools help build the trust and thestimulation necessary to step into the world of

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innovation (see box, "Case Study on Relation-ship Building").

This chapter has isolated five qualities ofleadership that are central to building profes-sional learning communities in our schools. Yetin reality, the school leader does not wear onehat at a time but rather juggles multiple roles.In A.New Vision for Staff Development, RosieO'Brian Votjek, an elementary school princi-pal, describes her experience as a leader of afuture-focused school:

I served as a facilitator, consultant,instructor, and colleague who assistedteachers in integrating curriculum,using new instructional practices. . . .

I promoted different kinds of staffdevelopment, but the most importantthing I did was "walk the talk." I facili-tated learning . .. [by] asking toughquestions; managing the changeprocess; serving as a cheerleader,supporter, and advocate for teachers;keeping the vision out front; helping toconnect people. To do this, it is criticalto get to know the teachers on'an indi-vidual basis, to know their needs, andto celebrate their successes - (Sparks &Hirsh, 1997, p. 100).

Leadership is best described as amorphous,complex, and ever changing. Leading thedevelopment of learning communities addsanother level of ambiguity. Rebecca van derBogert (1998), in Making Learning CommunitiesWork, points out:

The term community of learners iscurrently about as common and re-vered as motherhood and apple pie.

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1.Case Study on Relationship Building:

Crossroads Elementary School

Ms. Stevens is in her second year ofleadership at Crossroads Elementary, aschool with 785 students in preschoolthrough 5th grade and 42 teachers. Ms.Stevens decided that this year she wouldabandon her monthly full faculty meet-.ings to meet with the staff in smallgroups. Ms. Stevens' goals are to establisha better understanding of the needs of thestaff, appreciate their gifts, and develop aplan to share the expertise of each withthe others. Ms. Stevens now meets once amonth with each teamearly childhoodand elementary. She has also worked outa rotation so that once every three weeksshe meets individually with each memberof the staff for 20 minutes. An end-of-the-year survey of the teaching staff indi-cates that as a team the members feelmore closely connected, they use eachother's expertise as resources more fre-quently than in the past, and they feelempowered by the support and under-standing between the staff and theprincipal.

As a result of Ms. Stevens' commit-ment to creating networks of relation-ships, the staff has become moreknowledgeable. Establishing infrastruc-tures that facilitate relationships hasresulted in the staff's sense ofempowerment.


Bringing the concept to reality is farmore difficult than baking an apple pie,[although] the need for ongoing nurtur-ance and the degree of challenge areperhaps comparable to motherhood(p. 71).

Transforming our schools into professionallearning communities demands quality leader-shipleadership that is a commitment of theheart, mind, and spirit; leadership that is aboutthe future; and leadership where intentionbecomes reality.

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Learners

ProcessPart II offers practical guidance and tools fordeveloping school-based professional learningcommunities. Chapter 4, "Identity of the Learn-ing Community," provides a framework that sup-ports a school community in discovering andarticulating its identity. A natural alignmentoccurs within a community when its membershave a clear sense of who they are collectivelyand where they are going. This chapter presentsa rationale and strategies for exploring the manydimensions of a school community's identity,including its history, core purpose and values,current reality, and shared vision.

Chapter 5, "Learning as a Community': intro-duces the collaborative learning processaprocess that supports staff and families in learn-ing together. This chapter offers guidance onhow to identify topics of study and form collabo-rative learning groups. Here, we present stagesof the collaborative learning process, along withkey questions, supporting activities, andexamples.

Chapter 6, "Enhancing Capacity to Learn:'highlights the interpersonal side of collaborativelearning; discusses the kinds of group behaviorthat help build a bond of trust, belonging, andpurposefulness; and focuses on tools and tech-niques that support group members in commu-nicating and working effectively with each other.

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Identity of the Learning Community

This chapter presents a framework thatsupports a school community in discov-ering its identity. A school community

can only begin to know itself if the membersexplore their history, values, purpose, currentreality, and vision. We can use manyapproaches to explore our school's identity.This chapter suggests activities that can help acommunity identify where it has been, where itis, and where it wants to go.

Teachers have long functioned in isolatedclassrooms, void of meaningful connectionswith colleagues. For those who seek to makeconnections and nurture others in this profes-sion, isolation is both unwanted and unnatural.A new metaphor for schools is emergingschools as communitieswhich is the oppositeof the isolated, compartmentalized approach toeducation. At the heart of the concept of com-munity is wholeness and connectedness. Com-munity is grounded in networks ofrelationships and a sense of identity.

If schools are to function as communities,many changes must occur.

First, individuals in a community need aclear sense of personal identity. Thoughtfulreflection about self-identity prepares people towork in changing environments by helpingthem recognize and "own'-' their thoughts,

emotions, hopes, and dreams.Second, members of the school community

must actively engage in discovering who theyare as a community and what they want to cre-ate. Community members might include teach-ing staff, parents, administrators, students,support staff, and other community representa-tives. As this group engages in ongoing dia-logue about its history, values, currentsituation, and dreams, a shared identityemerges. A good way to begin creating a sharedidentity is by becoming better acquainted.

Getting Acquainted

In every culture, social rules govern behaviorwhen individuals meet strangers. There aregreetings and polite ways to learn more aboutanother person. In the United States, peopleoften shake hands and say "hello" as a simpleformality to start a conversation. When peopleform a group for learning together, they mustfirst become acquainted. This process of gettingacquainted sets the tone for future interactions.Within groups, people are often asked to intro-duce themselvesto state their names and toreveal other information about themselves.The following three activities offer group mem-bers an opportunity to get acquainted.

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What's in It for Me? Participants walkaround the room, introduce themselves, andshare what they hope to learn from the meet-ing. This activity both warms up the room andfocuses participants on their expectations forthe event.

Designer Name Tags. Participants deco-rate their name tags with pictures, words, orphrases that reveal something about them-selves. They form groups of three and intro-duce themselves. Groups change every fewminutes.

Polaroid Pictures. As participants enterthe event, the facilitator takes their pictureand asks them to write their name and threethings about themselves on a label. The par-ticipants then attach their pictures and per-sonal information labels to a poster board,creating a permanent display of the commu-nity. This activity requires a Polaroid camera,film, adhesive labels, marking pens, and a largeposter board.

Sharing Perspectives

Learning together is an interactive process thatrequires not only getting acquainted, but alsocontinually learning about each other's per-spectives. Additional "getting acquainted"activities continue to uncover the diversity ofvalues, beliefs, and experiences within a group.The following activities offer participantsopportunities to share their unique perspectivesand learn about their colleagues:

True Confessions in Four Corners (Carter& Curtis, 1994). The facilitator prepares theroom with the paraphernalia (a poster or aprop) for different roles (e.g., ship's captain,medic, guardian angel, or tour guide) displayed

32

in each corner. The facilitator asks participantsto move to the corner that best describes themas a teacher. Once participants gather in thecorner with other colleagues, they discuss thereasons for their choice. They then share thisinformation with participants in the other cor-ners. The facilitator may ask questions such as"Did members in your group have different rea-sons for choosing the same corner?" or "Whatsurprised you about the explanations given bythe groups in the other corners?" Such anactivity reveals participants' beliefs about theirrole and demonstrates that different peoplemay interpret the same role differently. Forexample, to some people, a tour guide planswonderful trips in coordination with the wishesof the client. To others, a tour guide dictatesthe itinerary without considering the client.

The Job Game (Carter & Curtis, 1994).The facilitator creates index cards with roleson them, such as gardener, artist, lawyer,plumber, and banker. The facilitator puts thecards on tables, and participants circulate andcollect cards until they have several cards theywant to keep. In small groups, participantsshare their reasons for their card selections.Group members can explore the followingquestions: (1) "What appeals to you about thejobs/roles you kept?" (2) "Does this role capi-talize on something you are good at?" (3) "Isthis role completely different from your currentjob, or is it related?" An alternative way to playthis game is to give each person two to threecards and ask people to trade cards until theyget the ones they like. The conversation islively during the trading process as participantstry to collect the roles they value.

Your Calling. The facilitator asks partici-pants to draw a picture, make a collage, or cre-ate a graphic that captures their memory of

41

IDENTITY OF THE LEARNING COMMUNITY

what "called" them to the teaching profession.Ask them to think about what they were hop-ing and dreaming when they decided tobecome teachers. Using paper, markers, andcrayons, everyone takes approximately 15 min-utes to represent their thoughts. Participantsshare pictures and stories in small groups. Eachperson gets 5 minutes of uninterrupted time totalk about his calling. This sharing is followedby group discussion during which participantsare encouraged to ask each other questions.This activity offers each participant an oppor-tunity to recall memorable points in time, spe-cial people, and significant events that affectedher career choice.

Moments of Magic. This activity providesa method for sharing personal/professional his-tories with colleagues. The facilitator hangs a"Moments of Magic" chart (see Figure 4.1) in aschool hallway or teacher's lunchroom. Mark-ing pens are attached to the chart. Staff mem-bers fill in their squares by a certain date. Staffthen use the chart to learn more about eachother and to "tease out" magical things abouttheir team.

Exploring Our History

Exploring the history of a school communityanswers the question "Where have we been?"We study and reflect on past events both tolearn from the past and to develop a betterunderstanding of our current situation. Oftensources of inspiration, the school's stories tellthe tales of achievement and disappointment,of pride and sorrow.

A variety of methods provides glimpses ofthe history of a school community: a scrap-book, a slide show, a "memorable moments"collage, or retrospective talks from veteran staffand community members. "Histomapping"(Bailey, 1995), a whole-group method forexploring the history of an organization, allowsgroups of people to visually represent impor-tant events in the life of their community on atime line. As each member of the group addspictures or symbols to a Histomap, a commonbase of information about the past is generated.The group honors the experiences and wisdomof veteran members, while novice membershave an opportunity to more fully understand

FIGURE 4.1

Moments of Magic Chart

Community Member Sue Mark Brenda Natalie Lisa

Magical Motivator: belief orissue about which you arepassionate

Magical People: personswho have strongly influencedyou professionally

Magical Events: experiencesthat have shaped youprofessionally

r42

33


the historical forces that had an effect on theschool. By honoring the past and reaping itswisdom, the-group as a whole is better posi-tioned to explore the future.

Using the "Histomap," educators mayexplore a variety of historical themes or catego-ries (see Figure 4.2). In the example in Figure4.2, a group of principals in a school districtidentified significant events in 10-year incre-ments in the categories of (1) curriculum,(2) delivery of services, (3) children and fami-lies, and (4) leadership. The Histomap processhelped to identify trends that had occurred inthe district.

Categories on the Histomap vary with thegroup. Other Histomap categories mightinclude policies, facilities, communities, andkey people. The time span explored also varieswith the group. Suzanne Bailey (1995) suggeststhat when creating a Histomap, a schoolshould look as far into the past as it wants tolook into the future. For example, if a schoolwants to plan 10 years into its future, staff needto examine at least the past 10 years of eventsin the school.

Once staff members have attached all thepictures or symbols to the Histomap and haveshared the stories behind the pictures, thegroup examines the entire spectrum of signifi-cant events. Here are questions the groupmight explore:

What lessons can we learn from the past?Do we have different interpretations of

the same event?Are there recurring patterns or emerging

trends?What are the specific strengths and

weaknesses of our community?

By discussing these questions, the group

may establish shared meaning and a commonbackground of knowledge. Having the wholegroup construct and interpret the history of itscommunity is a significant step in establishinga group identity.

Articulating Our Core Ideology

"Core ideology defines the enduring characterof an organization [and in times of change] . . .

provides the glue that holds an organizationtogether" (Collins & Porras, 1996, p. 66). Thecore ideology of a school community is its corepurpose and core values. Successful schools-incorporate their core ideology into their dailyworkings. In these schools, the core ideology ismore than a mission statement that hangs onthe wallit is a force that permeates the build-ing and is perpetuated by those within theschool community.

The diversity of the people within a schoolgives rise to different perspectives about thecore ideology. Individuals bring a set of per-sonal beliefs and values that have been shapedover the years. Articulating a core ideology,therefore, necessitates finding the commonground among diverse views. Common groundis different from consensus in that it involvesforming alignment rather than agreement.Finding common ground both acknowledgesthe value in different perspectives and looks forcommonalities among such perspectives. Dur-ing this process of finding common ground, weneed to hear and appreciate differences, ratherthan attempt to reconcile them. We are notbeing asked to surrender our perspectives.Rather, we are asked to listen for our perspec-tives in the voices of others. By making con-certed efforts to unearth the common ground

34 4 3


FIGURE 4.2

Histomap

Before 1970 1970 1980 1990

Curriculum

Spelling Social Studies Integrated curriculumI 1

Reading Science Thematic-based instructionMath

Whole language

Language Novel-based units Reading andBasal Reader I I

I I IIexperience grouped by ability level writing connection

Delivery of Services

4th 5th 6th O 4 5thSpecial

education

4, 5, 6, Special edDaherED

1stgrade

2ndgrade

3rdgrade

MRK-1 2-3 1, 2, 3, Special ed

LD

Separate Multiage Integrated and combined

Children and Families

dt ( CI / 1

I filc(Mom, Dad, kids Grandma, Aunt Sue, kids

Leadership

Teacher as Leader Teacher

Note: Abbreviations for certain disabilities: ED = emotional disturbance; LD = learning

40%

as Leader

disabilities; MR = mild retardation.

35 44


existing within our school community, westrengthen the bonds of established relation-ships while we create new relationships.

Core Purpose

The core purpose of a school community isthe component of core ideology that answersthe question "Why do we exist?" The core pur-pose is different from a school's goals in thatthe core purpose cannot be fulfilled. "It is like aguiding star on the horizonforever pursuedbut never reached" (Collins & Porras, 1996,p. 69). The core purpose captures the idealismof the organization. It is the work of everyschool community to discover its unique pur-posea purpose that reflects its ideals, its soul,its essence.

Here are two examples of a school's corepurpose:

At Middletown Elementary School, wewill create and nurture a community of lifelonglearners.

At Essex Elementary School, we willwork together to effectively meet the needs ofall our students and families.

Collins and Porras (1996) have suggestedthree methods to help a group articulate itscore purpose.

Method 1. Begin at the individual level byasking each group member to reflect oh the fol-lowing two questions: (1) "Why did you chooseto belong to this community or this profes-sion?" and (2) "What deeper sense of purposemotivates you to dedicate your time and energyeach day to this work?" Individuals share theirthoughts with the group and look for a com-mon bond.

Method 2. In this activity the group asks

"Why?" five times. The group begins with adescriptive statement of what they do. Forexample:

"We do X." Then they ask, "Why is thatimportant?" for five times.

"We educate children." Why is thatimportant?

"So they can be productive citizens."Why is that important?

By the fifth "Why is that important?" theessence of why we are together begins to bevoiced.

Method 3. In this activity, the group dis-cusses the question "What would happen if ourprogram, our school, or our service ceased toexist?" This question helps a group get in touchwith why it exists.

When first articulating the core purpose,the group should not get stuck in finding theperfect phrases. Discovering the heart and soulof the organization, its "reason for being," takestime. The initial document is a working docu-ment that will be revisited and revised manytimes throughout the process of creating aschool's identity.

Core Values

A core value is a central beliefdeeply understood and shared by everymember of an organization. Core val-ues guide the actions of everyone inthe organization; they focus its energyand are the anchor points for all itsplans (Saphier & D'Auria, 1993, p. 3).

The core values of a school communityform its belief system. A powerful message isavailable to the students and families in the

36 45


school when an entire staff is operating fromthe same set of values. For example, a schoolthat believes that "all children learn and allchildren belong" has strong pillars to guide itsactions. With a core of shared values, the staffcan act autonomously, yet harmony is in themessage that permeates the school.

Communities typically have only a fewcore values that are meaningful to everyone.In identifying core values, seeking commonground, rather than consensus, is important.To force consensus about deeply felt beliefswould be incompatible with the concept ofcore values. The following are examples of aschool's core values:

We believe learning is an ongoing, indi-vidualized process.

We believe all people learn.We respect and value individual

differences.

Core values depict a way of being. Theydescribe the essential nature of an organization.Two questions help to distinguish values thathave enduring qualities from values that arebased on current trends:

Which values do we envision being validfor our community in 100 years?

Would we lose a significant piece of ouridentity as a school if this value was absent?

Because values are the underlying, constantforce that guides.practice, they must be distin-guished from practice. Values are not subject tochange, whereas practice may change overtime. For example, a core value mentioned pre-viously is that we believe learning is an ongo-ing, individualized process. In the 1970s, thepractice most commonly associated with thatvalue was the pullout model of service delivery.

If children needed gifted or special education,they most often received specialized instructionin a separate room with a specialist. Today, amore common practice is an integrated modelof service delivery in which teachers and spe-cialists provide the specialized instruction inthe general education classroom. The corevalue that learning is an ongoing, individual-ized process is the same in both situations. Thebest practice has changed.

We can often find discrepancies in what wesay we believe and what we practice on a dailybasis. For example, if a school communityholds a belief that children are first, does thisbelief permeate the school environment? Areteachers willing to do whatever it takes to putchildren first? Do children's needs and interestsdrive school decisions? Do parents feel thattheir children are the top priority of theschool? Articulating values is often easier thanincorporating them into daily practice. Aschool community must have tools to examineboth discrepancies and alignment between val-ues and actions.

Schools have many arenas, such as thedaily classroom routine, the instructional mate-rials, the evaluation system, the discipline pro-cedures, the lunchroom, or the teachers'workroom, where core values are evident(Saphier & D'Auria, 1993). In a school wherepractice is congruent with core values, the val-ues would be evident in every arena. The dailyroutine, the discipline procedure, and theorganization of the teachers' workroom wouldsupport learning as an ongoing, individualizedproc6s. Examining current practice in light ofthe school's core values, one arena at a time,provides a conduit for aligning a school com-munity with its belief system.

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Assessing Current Reality

Many forces affect a school's current reality.These forces, emerging from both inside andoutside the school building, include studentsand their families, staff expertise and diversity,organizational structure, human and fiscalresources, school initiatives, and schoolclimate.

Each individual in a school communityperceives the effect of these forces differ-entlyand perceptions of the same force maybe either positive or negative. One example isthe effect of an increasingly diverse populationwithin the school community. Some staff mayfind additional languages and cultures to be anoverwhelming burden, whereas others mayview this addition as an opportunity to create aculturally rich learning environment.

Understanding the forces affecting a com-munity is an important part of looking towardthe future. Often, dreams appear unattainablebecause of present forces or obligations. Assess-ing current reality provides a forum for viewinghow things actually are in relation to how wewould like them to be. Questions guiding thisprocess might be "What are we doing?" or "Areour practices getting us what we want?"

Teams might use several other tools toexamine current reality:

Context Mapping (The Grove ConsultantsInternational, 1997).* This tool offers partici-pants a visual representation of the significantexternal forces affecting a school's current

*Adapted by permission of The Grove ConsultantsInternational, P.O. Box 29391, 1000 Torrey Ave., SanFrancisco, CA 94129-0391; phones: 1-800. 494-7683;1-415-561-2500; World Wide Web: http://www.grove.corn

situation (see Figure 4.3). To begin this activ-ity, hang a 4' x 6' piece of chart paper on awall. Draw a big picture of the school in themiddle. Participants write the positive andnegative external elements that affect schoolfunctioning on Post-it notes, one element perPost-it. Participants pick two to three elementsthey feel are most important and share themwith the group. Cluster the ideas together andlabel their categories. Then arrange the catego-ries on the chart in a way that best depicts theimpact of the external environment on theschool community.

Current Snapshot (Bailey, 1995). Thisactivity identifies the current initiatives in aschool and the degree to which they have beenimplemented. In "Current Snapshot" (see Fig-ure 4.4 on p. 41), participants list all the initia-tives, projects, and programs with which theirschool is currently involved. Then participantsdiscuss the status of each program (whether itis in a start-up phase, a full-implementationstage, or a stagnant stage). Together, partici-pants place each program on the appropriatearea of a "tree" image or poster: seeds, buds, fullflowers, withering flowers, or compost pile. Thegroup then uses this visual image of theschool's initiatives, projects, and programs forstrategic planning and priority setting.

The Force Field Analysis. This activity,Tool 1 in Part III, "Tools for Learning," canhelp teams assess a school's current reality.Here, group members brainstorm ways toenhance "facilitating" forces and ways to meetthe challenges of "constraining" forces.

Each of these tools provides useful visualdiagrams that help a school communitydevelop a common understanding of the forcescurrently affecting its development.

38 4 7


FIGURE 4.3

Context Mapping

Trends

Current Reality

0=Di j

j

Uncertainties

System Issue

Creating a Shared Vision

A shared vision is a clear, compelling image ofthe community's future. It answers the question"What do we want to create?" A shared visionis aligned with the core purpose of the commu-nity, but it is more specific. The core purposestates a general direction for the community,such as "Go west!" while the shared visiondescribes the specific destination"to the topof that mountain." A shared vision inspiresmembers of the community because it enfoldsthe dreams of each individual into a commu-nity dream. This dream is formulated into astatement that clearly articulates the school'scommitment to the education of its children.

' 39

An example of a shared vision statement is"Our school is a playground for learning." Fromthis big-picture statement, it is helpful to cre-ate minipictures, or statements, of specific,measurable results. Minipictures are formed byconsidering questions like these:

How do we know when we have reachedour vision?

What will our children be doing?What will our teachers be doing? Our

administrators? Our parents?

The answers to these questions "ground"the vision in reality and provide benchmarksfor tracking progress.

Creating a shared vision begins when we

48


voice our personal visionsWhat do we, asindividuals, want to accomplish in our life andin our work? The following activities help edu-cators begin to identify their personal/profes-sional visions.

Awards Banquet. The facilitator asks par-ticipants to imagine an awards banquet beingheld 10 years in the future where they arebeing honored for their outstanding service inthe field of education. A colleague is speakingto the group about the accomplishments of theaward winner. What would their colleague sayabout them? The facilitator asks each partici-pant to write a two-minute speech, thatexpresses what they hope will be said abouttheir accomplishments. This exercise helpsclarify and make public the dream inside eachperson. For example, Ms. Smith always knewher purpose as a teacher was to prepare her stu-dents for future academic success. Through theAwards Banquet exercise, Ms. Smith discov-ered that she was passionate about instilling alove of learning in each of her students. Shewill know she has accomplished this when herstudents are consistently inquisitive, moti-vated, and excited about their work.

Making a Difference (Saphier & D'Auria,1993). Here is another question that helpsclarify the vision of teaching staff: "In whatways do you want your students to be differentas a result of having spent this year with you?"After reflecting on this question, staff shareanswers and document their hopes and dreamson a large chart. The public expression of eachcommunity member's personal aspirations pro-vides the school community with an authenticbase on which to create a shared vision.

After talking about personal visions anddesires, a community is ready to begin formu-

lating its shared vision of the community'sfuture. Part III, "Tools for Learning," includesseveral activities to help a community developits shared vision. Tools 3 and 4, "Affinity" and"Open Space," facilitate the merging of per-sonal visions into a shared vision. Tool 2,"Probable and Preferred Future," helps a com-munity look at trends associated with currentreality and a preferred direction for change.

Often the group is too large to work as aunit and needs to break into smaller groups tobegin the shared-visioning process. Skits,songs, poems, commercials, and magazine arti-cles are all great media for small groups tovoice their collective vision for the future.After the groups develop their skits, commer-cials, or magazine articles, the communityreconvenes; and each small group shares itsvision. When all the groups have shared, thecommunity identifies the common themes andshapes a "rough" shared vision statement.

Vision Commercial. Participants develop acommercial that markets the group's vision.The commercial is a 10-second spot that sellsthe vision. The following are tips to help createthe commercial:

Think in terms of sounds and visualimages that capture your future.

Think of three images that blendtogether in a 10-second spot:

First Image --> Second Image > ThirdImage >

Think of a caption or sound bite for eachimage.

Draw, describe, or act out yourcommercial.

Magazine Cover Story (The Grove Con-sultants International, 1997). Participants

44 9


FIGURE 4.4

Current Snapshot

Buds Full Flowers

Seeds WitheringFlowers

Compost Pile

Key for Current Snapshot

Seeds: Initiatives that are being planted

Buds: Initiatives that are in the early stages ofdevelopment

Full Flowers: Initiatives that are in fullimplementation

Withering Flowers: Initiatives that are dying

Compost Pile: Initiatives that are no longer needed

write a cover story about what their school hasaccomplished 10 years from now. The follow-ing suggested elements can be included in thecover story:

41

Bigger-than-life headline.Bulleted list of outstanding

accomplishments.Pictures that support accomplishments.Actions we took to get were we are.

Creating a vital shared vision is a lengthyprocess that requires multiple opportunities foractive conversation followed by reflection. Thecommunity continually revisits its sharedvision statement to refine and ensure its mean-ingfulness. Collins and Porras (1996) offeradvice on creating an inspirational sharedvision:

There are no right answers. DidBeethoven create the right Ninth Sym-phony? Did Shakespeare create theright Hamlet? We can't answer thesequestions.. .. The envisioned futureinvolves essential questions. Does thisvision get your juices flowing? Do wefind it stimulating? Does it spur forwardmomentum? ( p. 75).

Mr oft far

Discovering an identity as a school commu-nity is a multiphase, multilayer process thatrequires the community to delve deep into itsheart and soul. The community may not beproud of its past or may be discouraged by itscurrent reality. The process of discovering ashared identity involves owning up to andaccepting feelings about both personal identityand the identity of the school. This process cancreate an emotionally volatile atmospherewithin the school. A roller-coaster ride is ametaphor people commonly use to describe thefeelings we may experience when digging .

through the past, examining the present


realities, and creating a new future. On a rollercoaster, we tend to rise up high on the tracks aswe envision and articulate our ideal future andthen rapidly drop into dismay as we examineour day-to-day constraints. As we begin to seenew possibilities in our current reality, themood lightens again. This up-and-down ridecontinues through the various stages of thechange process as we seek to learn more aboutwho we are as a school and what we want tobecome (see Figure 4.5).

In school communities, everyone has avoice in creating the future. Collective conver-sations about the school community's history,values, purpose, current reality, and vision sup-port the creation of a shared identity and serveas a conduit for forming deep and meaningfulrelationships within the school. The search foridentitywho we are and who we want tobeis a vehicle for us to collectively and con-tinuously renew our school community and dis-cover better ways to educate our children.

FIGURE 4.5

Roller Coaster of Change

Vision or Idea

Getting Aboard

Constraints

Des

5142

Learning as a Community

As professionals in the field of educa-tion, many of us have mastered theskill of learning individually, but our

capacity to learn collectively is underdevel-oped. This chapter introduces a process thatsupports staff in learning togethera processthat helps develop collaborative cultures"where people continually expand their capac-ity to create the results they truly desire, wherenew and expansive patterns of thinking arenurtured, and where collective aspiration is setfree" (Senge, 1990, p. 3). The collaborativelearning process begins as people discover andexpress their personal aspirations and needs.Collaborative learning teams then form aroundshared interests. The teams explore, talk about,and experiment with many ideas. Finally, newpractices emerge. We have woven a scenarioinvolving Hayward Elementary Schoolthroughout the chapter to illustrate the appli-cation of the collaborative learning process.

Establishing a Staff Development Plan

We expect teachers to give theirall to the growth and development ofstudents. But a teacher cannot sustainsuch giving unless the conditions existfor the continued growth and

43

development of the teacher (Sarason,1993, p. 62).

The previous chapter, "Identity of theLearning Community," presents ways that aschool community can explore its identity andcreate its vision. When creating a vision, thestaff decide what the school will look like at afuture point in time and then develop specific,measurable outcomes associated with thatvision. The process of exploring identity andsharing visions leaves staff with a plan foraction, sometimes called a strategic plan or aschool improvement plan.

For this plan to become a reality, staffmembers must often increase their own compe-tencies in areas associated with the desired out-comes, such as their technology skills orknowledge of how to differentiate instruction.Because staff are working with a site-basedschool improvement plan, the plan for profes-sional growth should also be site based. Thisapproach allows staff to configure a profes-sional development agenda that supports themin attaining their school outcomes and inaddressing their individual needs. The first stepin developing a site-based staff developmentplan is to identify the competencies and needsof individual staff members. Staff members

52


examine their own strengths and weaknessesand reflect on where they need to grow to helpmake the school vision a reality. By lookingfirst at individual needs, each staff member ischallenged to identify areas for growth that areboth personally meaningful and beneficial tothe students.

misQuestions to Identify Areas

for Professional Growth

How do I need to grow to contrib-ute to the realization of our school'svision?

What do I need to learn?

Next, staff members openly share theirinterests with their colleagues by searching forcommon interests. Processes that help staff dis-cover shared professional interests vary fromformal to informal activities. Collaborativelearning teams might develop naturally out oflunchroom discussions, or they might emergefrom a multistep process of identifying, reflect-ing, and group decision making. Any processused at this stage should encourage staff mem-bers to voice their interests, as well as promoteactive listening among staff members. Tools 3and 4, "Affinity" and "Open Space," in Part III,"Tools for Learning," support individual expres-sion of interests, as well as common themes.Once all interests are in the public arena, eachstaff member selects a specific topic of studythat is personally meaningful and announces itto the group. As the process progresses, staffmembers who have similar professional

44

development interests form clusters, whicheventually become collaborative learningteams. When the topics for collaborative learn-ing are funneled from individual interests tocollective interests, the final decision repre-sents the shared curiosity of all team members.

Self-organizing into collaborative learningteams can be a rather messy process. The fol-lowing criteria offer some guidance for formingcollaborative learning teams:

Collaborative learning teams are self-organized around topics of study that are mean-ingful to the individual and the vision of theschool.

Membership is open to all members ofthe school community, including paraprofes-sionals, specialists, parents, and administrators.

Membership is voluntary.Membership is flexible, allowing mem-

bers to switch groups, leave groups, or joingroups at any point in time.

A final date for forming teams should beidentified, at which time a list of topics andteam members is posted.

The case study of Hayward ElementarySchool shows how a school staff formed col-laborative learning teams (see box, "HaywardElementary School").

Introduction to the

Collaborative Learning Process

Teachers learn just as their stu-dents do: by studying, doing, and re-flecting; by collaborating with otherteachers; by looking closely at studentsand their work; and by sharing whatthey see. . . . Good settings for teacher

53

LEARNING AS A COMMUNITY

Hayward Elementary School: A Case Study

Hayward Elementary School represents afictitious school, yet it is based on the experi-ences of the authors as they worked with col-laborative learning teams in elementary schools.

The tone of the conversations among theteaching staff at Hayward Elementary Schoolhas been the same for several months now: con-cerned, frustrated, and anxious. The studentpopulation of 385 at Hayward has been gradu-ally changing over the past several years toinclude the following:

More families whose home language isSpanish.

An addition of a primary-age class for stu-dents with mild mental retardation (MR).

Thirty-two students diagnosed as learningdisabled in grades 1 through 5 (an increase ofabout 25 percent over the past two years).

A significant increase in the number ofstudents who have an attention-deficit disorder(ADD) diagnosis in grades 2 through 5.

The school staff has also changed andgrown to include personnel who have expertisein teaching students with MR, limited Englishproficiency, and learning disabilities. Spurred onby the passing of the 1997 reauthorization ofthe Individuals with Disabilities Education Act,the state's Department of Education is empha-sizing the integration of all students into generaleducation programs, yet no statewide model forintegrated schooling has been proposed. Eachschool can design its own model of servicedelivery, based on the needs of its students.

A few months ago, Hayward staff, parents,and community members developed a sharedvision. They decided that they wanted to be.known as an inclusive school where (1) all

children are special and (2) all children learntogether to the maximum extent possible. Theschool is organized by grade levels, with sepa-rate classes or pullout programs for childrenwith learning disabilities and other specialneeds. Moving from this segregated servicedelivery model to an inclusive school where stu-dents with special needs receive support andservices in the general education classroom willrequire significant growth and change on thepart of the staff. Establishing a staff develop-ment plan that addresses areas of need is one ofthe school's top priorities.

The principal used the "Affinity" tool (Tool3 in Part III) to develop the school's profes-sional development plan. First, each staff mem-ber reflected on the following question: "If ourschool is to become a quality inclusive school,how do I need to grow and change?" On Post-itNotes, each staff member wrote several ideas forprofessional growth. Group members then pre-sented their ideas in a round-robin fashion,sticking their Post-its on a big, empty wall andclustering the ideas that were similar. Throughthis personal and collective reflection process,five broad topics for professional study emerged:

Transitions.Peer interactions.Parent partnerships.Teaching students with ADD.Coteaching.

As a final step, each staff member selectedone of the five topics that was personally mean-ingful. Staff members with shared interestsformed collaborative learning teams that wouldspend the next nine months studying andexperimenting together.

45 5 4


learning provide lots of opportunitiesfor research and inquiry, for trying andtesting, for talking about and evaluat-ing the results of learning and teaching(Darling-Hammond, 1997,pp. 319-320).

In the collaborative learning process, agroup of people address the question "What arewe going to learn together?" Collaborativelearning teams may answer that question inmany ways. For example, they may expandtheir knowledge in a specific area, such as theimpact of brain research on education; theymay test new classroom strategies, such as read-ing theater; or they may design a new modelfor instructional delivery, such as multi-ageclassrooms. The topics of study are derivedfrom the felt needs of the team members andrelate to the vision of the school.

The collaborative learning process has fivestages: (1) define, (2) explore, (3) experiment,(4) reflect, and (5) share (see Figure 5.1). Timespent at each stage of the cycle is proportionalto its size in Figure 5.1. For example, the"define" stage takes about one-eighth of thetotal time, whereas the "explore" stage is aboutthree-eighths of the total.

A significant commitment of time isneeded to complete one cycle of the collabora-tive learning process. Learning teams at Hay-ward Elementary School spent approximately10 months completing the cycle. Team meet-ings varied from once a month to once a week,each lasting about two hours. Staff also spenttime visiting exemplary programs, going toconferences, consulting with experts, andresearching new practices. Figure 5.2 offers asample time frame for a 9-month collaborative

FIGURE 5.1


46 55


FIGURE 5.2

Time Line of the Collaborative Learning Process

Stage of CollaborativeLearning Process

SampleTime Line Participating Group

Establish a Staff Development Plan

Form Collaborative Learning Teams

Define

Explore

Experiment

Reflect

Share

Month 1

Month 2

Month 2

Months 3-5

Months 6-9

Months 7-9

Month 10

Schoolwide

Schoolwide

Collaborative Learning Team




Schoolwide

learning cycle. The more times the staff repeatsthis cyclical process, the more likely it is that"teachers as learners" will become a part of theschool culture.

Having facilitators guide team membersthrough the collaborative learning process andsupport them in their research and experimen-tation is advantageous. The facilitator can besomeone outside the team, a member of theteam, or team members who rotate the posittion. Facilitators benefit from having supportand guidance from the school leadership, aswell as from meeting regularly with other facili-tators to reflect on their group's progress andreview the next steps of the collaborativelearning process.

Stages of the CollaborativeLearning Process

Stage 1: Define

Create shared meaning about the topicand specific terms. At the onset of the

47

collaborative learning process, each groupmember chooses to be a part of the groupbecause of a personal interest in the topic ofstudy. In the beginning, the topic probably hasdifferent meanings for different group mem-bers. For example, transitions, peer interaction,and teaching students with attention-deficitdisorder (ADD) are all common ideas in edu-cation, yet they probably mean significantlydifferent things to different people. Severalstrategies are helpful in developing a sharedmeaning among team members (see box,"Strategies for Promoting Shared Meaning").

You can also encourage shared meaning byhaving group members write the definitions ofwords that are confusing and then share theirideas. The understanding that emerges fromdiscussing personal interpretations of wordsand topics helps create common ground for thegroup's collaborative work.

Further define topic of study. Once anacceptable level of shared meaning existsamong team members, they can more preciselydefine the topic of study. For example, one

56


group may refine an interest in "transition" toreflect an interest in "transitioning childrenwith disabilities from grade to grade." Toanother group, "peer interaction" may nowmean "peer interaction during free-choicetime." The topics of study become morefocused as group members develop a commonunderstanding of their topic and articulatetheir personal priorities for professional growth.

Strategies for Promoting Shared Meaning

Slow down the conversation by ask-ing a question before giving an opinion.

Draw reasoning from a peer: "Canyou help me understand your thinking?"

Make sure you understand another'spoint of view: "Am I correct in saying youthink ?"

Encourage others to explore youridea: "What do you think about what Ijust said?"

Formulate a question that addresses thetopic of study. Having the topic of study for-matted in a question rather than a statement isbased on the teacher-research model (Calhoun,1993). The question is purposefully broad inscope so as to encourage a slowing down ofsolution-seeking behavior and a furthering ofresearch and exploration behavior. This initialbroad question can be easily configured by ask-ing, "What can we do differently to . . . [fill intopic of study]?" When you begin with a moreglobal question, you invite all team members toexpress their multiple interests. At this point,the challenge is to keep all members of a

learning team talking about what personallyexcites them. Teams must realize that theirglobal question is only a starter question tohelp kick off the discussion-and-explorationprocess. Later, they will work together to molda more precise question that continues toembrace multiple interests (see box, "Ques-tions to Help Formulate a Topic of Study").

At Hayward Elementary School, one teamof kindergarten, 1st, and 2nd grade teacherswanted to learn more about teaching childrenwith ADD. To create some shared understand-ing of their topic, team members discussed themeaning of ADD and the characteristics ofchildren with ADD. Finally, they configured abroad question from which to launch theirexploring phase: "What can we do differentlyto accommodate the needs of students withADD?"

MIQuestions to Help Formulate a Topic of Study

What can we do differently in thearea we are studying?

How can we increase our capacityin this area?

Also, a collaborative learning team madeup of preschool regular and special educationteachers and assistant teachers began theirinquiry into the topic of peer interactionby doing a "Shared Meaning Chart" (seeFigure 5.3). This chart helped them clarifyterms such as "peer interaction" and "strate-gies." They then formulated their ideas into aquestion: "What can we do differently toencourage successful peer interactions?"

485'7


FIGURE 5.3

Shared Meaning ChartHayward Elementary School

Write your thoughts and examples of what thesewords or ideas mean to you.

Peer Interaction Strategies

children playing withone another

children sharing a toychildren communi-

cating, verbally andnonverbally

activitiesenvironmental

arrangementsteacher interventionsprops or materials

Share topic of study and question withschool community. To conclude this stage,each team drafts a statement of its topic ofstudy, its question, and the relationshipbetween the area of interest and the schoolvision. This charter, which is not a final planbut rather the first written rendering of thetopic of study, helps the team translate its ideasinto writing (see Figure 5.4 on p. 50). Eachteam presents its charter to the entire schoolfor feedback. Connecting the learning team'sintentions with the thinking of the entire staffhelps maintain an alignment of purpose andgoals throughout the school community. Teamsalso seek administrative approval at this timeto ensure that each topic of study has the sup-port of the school leader.

Stage 2: Explore

Develop a game plan. The "explore" stageaccounts for a significant amount of timeabout 40 percent--in the collaborative

learning process. During this stage, team mem-bers engage in three major tasks:

1. Identify current practices.2. Explore new practices.3. Refine the question.

Teamwork is expedited when the teambegins this phase by designing an overarchingplan and time line for exploring. An adapta-tion of the "Game Plan" visual tool (TheGrove Consultants International, 1995)* canhelp the group specify methods and a sequencefor exploring, as well as visualize how the planrelates to the schoolwide goal. The "peer inter-action" team at Hayward Elementary began toexplore by creating a game plan. The planlisted ways the team wanted to explore thetopic, including reading journal articles,reflecting on strategies currently being used,and visiting other classrooms (see Figure 5.5on p. 51). Individuals worked in pairs to lookin different areas for information.

Identify current practices and underlyingassumptions. In this phase, teams investigatewhat they are doing and why. "What" and"why" go hand in hand as team members iden-tify current practice and then discuss thethinking behind the practice. At Hayward Ele-mentary School, students with ADD spend 15minutes every 2 hours in a pullout, small-groupsituation. As team members explored the ques-tion "Why do we do this?" they discoveredtheir assumption was that regular changes inthe setting enhance the ability of ADD

*Adapted by permission from The Grove Consult-ants International, P.O. Box 29391, 1000 Torrey Ave.,San Francisco, CA 94129-0391; phones: 1-800-494-7683;1-415-561-2500; World Wide Web: http://www.grove.com

49 58


students to learn. Through careful examinationof current practices and underlying assump-tions, the group had the baseline informationnecessary to move forward (see box, "QuestionsAbout Current Practice").

FIGURE 5.4

Charter

Topic for Learning: Peer InteractionMembers: Ramona, Terry, Lyn, Maureen, Jill,Amy, and Vibha

1. What is our topic of study? To increase thenumber of strategies for parents and teachers topromote peer interactions among children withand without special needs.2. How does this idea contribute to our school'svision? It promotes social integration.3. What is our question? What can we do differ-ently to encourage successful peer interactions?4. What resources will we need to complete ourproject (time, materials, training, consultation;other)? Articles and books, site visits, expert'svisit to our school.

Approval: Marianne McDermott Date: 9/30/98Principal

Explore new ideas and underlyingassumptions. At the exploring stage, peoplespend a great deal of time and energy searchingfor new information, sharing information, andreflecting on what the information means tothe team. Teams often begin by identifyingfamiliar resources to explorefamiliar in thatpeople know about these resources but havenot yet had time to investigate them (see box,"Ways to Look for New Ideas").

When teams are investigating, they dis-cover and share new ideas. Members consider

BEST COPY AVAILABLE

Ways to Look for New Ideas

Observe exemplary modelsInterview expertsResearch and readAttend conferencesExplore the InternetNetwork with peers

the new ideas and talk about the underlyingassumptions. Over time, they realize that thereare many different ways of thinking aboutproblems. For example, the team investigatinghow to teach students with ADD realized thatchanging settings does not necessarily help stu-dents with ADD. For some students, it is moreadvantageous to consider frequent changes inactivity within the same setting. This realiza-tion opens a different line of thinking and fuelsthe generative learning process among teammembers (see box, "Questions for ExploringNew Ideas," p. 53).

The "Exploration Grid" (see Figure 5.6,p. 52) and the "KWL Chart" (see Figure 5.7,p. 54) are good tools to use during the explor-ing stage. (KWL means "What We Know,What We Want to Learn, and What WeLearned.") Both tools encourage the group to

Questions About Current Practice

What am I doing? or What are wedoing?

What theories and assumptionsdrive my/our actions?

mem

50 59


FIGURE 5.5

Game Plan

Define Explore Experiment Reflect Share

* Peer interaction* Indicator ofsuccess* Area of play tofocus on

Current Status:Children without disabilitiesplay together and ignorechildren with disabilitiesmajority of the time.

* Other* Journalsbooks* Localconferences* Video* Internet

programsand

and state

* Changingenvironments* Teacherstrategies* Home strategies

* Use video todocument andreflect* Use a child studyapproach

Vision:Children withdisabilities spontaneouslyplay togethertime

* Share with par-ents and commu-nity preschools* Keep informal* Bring illustrationto share

and without

during centerthe

October Nov.Jan. Feb.Mar. AprilMay June °

think about several aspects of study simultane-ously and facilitate a shifting of focus amongcurrent practice, new ideas, and next steps.

Refine question. Before a team moves intothe "experiment" stage, participants again nar-row and fine-tune the question. The refiningprocess helps the team create a "do able" proj-ect that has a finite focus and definable para-meters. This process requires team members tofunnel ideas to the core interest of the group(see box, "Questions That Help Share Insightsand Refine the Team's Question," p. 56).

In the case of the "peer interaction" group,the question changed from "What can we dodifferently to encourage peer interactions dur-ing free-choice time?" to "How does the envi-ronment affect peer interaction during

51

free-choice time?" The "teaching-children-with-ADD" team changed its question from"What can we do differently to accommodatethe needs of students with ADD?" to "How canwe adapt the classroom to keep the studentswith ADD continuously engaged in learning?"In the next stage, "experiment," team membersdesign and test one or more interventions thataddress the refined question.

Stage 3: Experiment

Design action based on the question and aset of assumptions. The experimenting stage isthe time to try something new. During thisstage, teams need to remember that learning isan active process for adults, as well as for chil-dren. The learner is continually constructing

60


FIGURE 5.6

Exploration GridHayward Elementary School

Team Question: What can we do differently to accommodate the needs of children with attention-deficitdisorder (ADD)?

What challengesare we currentlyexperiencing andwhy?

What is currentlyworking for usand why?

What new ideasare we playingwith and why?

What will wecontinue to inves-tigate and why? What is next?

For studentswith ADD, theinstructionbecomes choppybecause they fre-quently move inand out of theclassroom. Ques-tions exist aboutwho is ultimatelyresponsible for theprogress of stu-dents with ADD.

Team planningsession with gen-eral and specialeducator helps getus on the samepage.

Having studentswith ADD switchactivities withinthe room ratherthan move roomsmight provide lessfragmentation.

Literature andconsultants' opin-ions about beststrategies forworking with stu-dents with ADDoffer new ideas.

Visit schoolswhere studentswith ADD are inthe regularclassroom.

* Do a literaturesearch.

new ideas and theories. Team members con-struct knowledge through trial and errorthrough thinking and doing. Learning takestime, and accepting mistakes is part of thelearning experience.

In the experimenting stage, the teamdecides what actions to take based on theirquestion and the assumptions from which theyare operating (see box, "Questions for Design-ing an Experiment," p. 56). Articulating theunderlying assumptions is challenging but con-tributes significantly to the learning becausethe team must explain the thinking behind itsactions. For example, the "peer interaction"group modified its environment by integratingtables into the centers; this modification was

based on the following assumptions: (1) youngchildren interact more frequently when insmaller groups, and (2) tables tend to drawsmall groups of children together.

The team may design a singular experi-ment, or it can take a variety of actions. Forexample, actions consistent with the question"How does the environment affect peer inter-actions during free-choice time?" might be thefollowing:

Integrate tables into centers.Put two sets of contact paper "feet"

(child-sized foot shapes) on the floor at eachside of the water table, to help children spacethemselves while playing together.

5261


Have one or two sociodramatic props,such as a farm or car wash in the block area.

Arrange two easels side by side in the artarea.

The team may decide to try one change ineach room or have several classrooms make thesame change. The team must carefully considerthe potential consequences of all experimentsbefore the trial period. Team members shouldconsult with the school leader throughout thedesign phase.

We encourage teams to have a mechanismto help them coordinate the actions of theirteam members. The "Action Plan Grid " (seeFigure 5.8, p. 55) is one way to documentaction, individual responsibilities, and results.

Observe and document results. Observingand documenting results help feed the groupreflection process. We encourage members ofthe group to gather ongoing data that answer asimple question: "What is happening?" Meth-ods of documentation might include photos,video, anecdotal records, work samples, inter-views, and surveys.

Whenever possible, teams should encour-age parents and professionals representing

IME111111

Questions for Exploring New Ideas

What new ideas have we heardabout?

Where will we search for informa-tion about these new ideas?

What did we find in our searching?What theories and assumptions are

behind these ideas?

BEST COPYAVAILABLE. 53

different roles and disciplines to offer their per-spectives on the experiment. Having a varietyof individuals observe and document theresults of the experiment adds richness anddepth to the data.

During the "experiment" stage, the "peerinteraction" group at Hayward Elementarychanged the environment in the art area inone classroom. Team members labeled the artsupplies and set them out on accessible shelves;placed two double easels side by side; and put alarge table with four chairs in the middle of theart area. Team members documented peerinteractions using anecdotal notes and photo-graphs. After a few weeks, the team made simi-lar changes in all its classrooms anddocumented the results by videotaping peerinteractions. After reviewing and discussingthe video, the team refined its interventions.

Stage 4: Reflect

Reflection is the gift we give our-selves, not passive thought that lollsaimlessly in our minds, but an effort wemust approach with rigor, with somepurpose in mind, and in some formalway, so as to reveal the wisdom embed-ded in our experience (Killion & Tod-nem, 1991, p. 14).

Real learning occurs in analyzing actions orexperiments. This analysis deepens understand-ing of work and informs discussions and deci-sions about future practice. The function ofindividual reflection is to inquire more deeplyinto one's self and one's actions. The functionof team reflection is to consider multiple per-spectives and glean insights that will drivefuture action. Openness to the thoughts of oth-ers and the freedom to express oneself are

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FIGURE 5.7

KWL ChartHayward Elementary School

Team Question: What can we do differently to encourage successful peer interactions?

What We Know What We Want to Know What We Learned

Children without disabilities tendto play together more often duringfree-play time, leaving out the chil-dren with disabilities.

Most of our children with dis-abilities have a difficult time shar-ing their toys, entering a playsituation, and carrying on an ongo-ing communication exchange.

Parents of children with disabili-ties in our classes are very anx-ious about the behavior of theirchildren and their acceptance bythe other children.

Strategies to help the childrenwith disabilities be more a part ofthe play situation, even thoughthey may not have good commu-nication skills.

Ways to inform parents on aregular basis about the childrenthat their child is playing with.

Ways to encourage parents topromote informal play situationsbetween children in the class out-side of school.

E tnvironmental factors thatwould promote successful peerinteractions, especially for thosechildren who are withdrawn oraggressive.

The digitized camera can helpkeep parents informed of interac-tions in the classroom. We caninclude pictures of the day'sevents in our report that we sendhome at the end of school.

Sensorimotor activities areprime for children of different abil-ity and communication levels toplay together.

Scripting is a good strategy tohelp children learn common playsequences in the housekeepingareas or at the sand and watertable.

crucial to the team reflection process. Failedexperiments should not result in blame; rather,failure provides an opportunity to delve deeperas a team into the question being considered.

Individual Reflection. Because individualreflection provides the food for group reflec-tion, it is an ideal place to begin the reflectiveprocess. By looking at the data, people cancompare the actual results of the experimentwith the anticipated results: "I thought thatwould happen, but in actuality, this happened.What does that tell me?" (see box, "IndividualReflection Questions").

Keeping a personal journal of observationsand insights is a powerful mechanism for

.1°

individual reflection. Here are several formatsto guide personal reflection:

3-2-1 Reflection. This activity offers ashort and sweet format for participants to docu-ment their thoughts. The categories or types ofideas vary, depending on the purpose ofreflection:

3 things I learned.2 ideas I want to pursue.1 question I have.

What, What, What. Participants respondto a variety of "what" questions. The questionsvary, depending on the purpose of reflection

54

63


What did I learn that was helpful?What challenges did I encounter?What got me through them?What did I learn in the process?

Observations and Interpretations. Thisformat is particularly useful when observing achild or peer. The observer documents observa-tions and examines personal interpretations ofthe situation (see form, top of p. 56).

Group Reflection. Group reflectionunfolds in many different ways. The lesson thatone team member learns often stirs new

thinking in other team members. The collec-tive capacity of the group to listen, think, andinvent new practices is often surprising. The

interaction" team at Hayward Elemen-tary shared results by watching the videotogether and then comparing what actuallyhappened with what team members thoughtwould happen. Then one person reportedresults on a specific child and asked others tohelp her interpret the results. Some membersneeded more time to collect results, but allseemed inspired to keep going after reaping thebenefits of the group reflection time.

FIGURE 5.8

Action Plan GridHayfield Elementary School "Peer Interaction" Team

What do wewant to do?

What actions dowe need to take?

Who isresponsible foreach action? By when? . Observation

Change one part ofthe environment ineach room.

Room 14: Inte-grate tables intoart, literacy, house-keeping, and dis-covery centers

Lynn 12/1 Table in art areaneeds to be muchbigger. More shar-ing at tables thanon floor.

Room 15: Put con-tact paper feet onthe floor at eachside of the watertable.

Marta 12/1 Works great forcrowd control.

Room 16: Coordi-nate the sociodra-matic props in theblock area with thecurrent theme.

Vibha 12/1 Cleanup is mucheasier. Also easierto facilitatetheme-relatedlanguage.

Room 17: Arrangetwo art easels sideby side in the artarea.

Christine 12/1 Not much use inthe first week.

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What I observedwas ...

My thoughts and inter-pretations were . ..

Diversity of perspective also enriches thereflective process because each person contrib-utes a unique way of viewing the learningprocess. For example, a team composed of aregular classroom teacher, a learning disabili-ties specialist, a parent, and an occupationaltherapist will probably generate a broaderrange of questions, reflections, and strategiesabout a specific dilemma than a more homoge-neous team, such as a grade-level team (seebox, "Group Reflection Questions" for somestarting points). Part III, "Tools for Learning,"includes "Think, Pair, Share" (Tool 5), anactivity for group reflection that encouragesteam members to "stop and think" together.

=NE

Questions That Help Share Insights

and Refine the Team's Question

What did we learn?What are we interested in continu-

ing to explore?What question will best guide our

work?

MEM

Questions for Designing an Experiment

What do we want to do?Why do we think this is a good

idea?How are we going to accomplish

this?

1111111=1

Stage 5: Share

True professionals engage in disci-plined inquiry: they test their theories,share their results, and, consequently,learn from one another (Sagor, 1995,p. 25).

The sharing stage offers an opportunity forlearning teams to communicate their insights,share the knowledge they have acquired, anddiscuss the process of learning together. Shar-ing insights helps build the capacity of all staffin the school to better serve children and theirfamilies. As learning teams gain expertise intheir topic of study, they become in-house con-sultants and resources to their school commu-nity. As staff members share their new knowl-edge and skills, they develop an increased senseof pride about who they are as a community.

Team members can share their insights andknowledge in many ways, including a slide

566 5

Question for Documenting Results

What is happening?

mom


show, video, workshop discussion group, news-letter, or a group presentation. Some groupsmay prefer to use a "poster session" format inwhich groups display their information and thestaff roam from table to table to gather infor-mation and ask questions. Regardless of theprocess, sharing their insights challenges teamsto synthesize their work and organize it into aformat that colleagues can understand. Synthe-sizing and articulating their knowledge andinsights helps bring team members' learning toa higher level of understanding (see box,"Questions to Help Discuss CollaborativeWork," p. 58, for some ways to begin this syn-thesis). As team members go through theprocess, many teams come to realize they areno longer replicating someone else's ideas, butrather they have constructed a strategy that isunique to their situation and that meets theneeds of their children. The sense of being ableto invent best practice rather than just replicatethe ideas of others is empowering.

Individual Reflection Questions

Did I fulfill my intent?What did I learn?How has my perspective changed as

a result of this experience?

At Hayward Elementary, the "peer interac-tion" group decided to have an informal discus-sion after school to share insights. The groupinvited the members of the early childhoodprogram in their school, including preschoolthrough 1st grade staff and specialists, as well as

57

teachers from community preschool programs.Team members shared the peer-interactionstrategies and discussed the results. Theattendees actively participated by relating theirexperiences using peer-interaction strategiesand seeking more information about the strate-gies being presented.

Grail') Reflection Questions

What did we accomplish?What would we do differently?How does this inform our next step?What was important to us as

learners?

The sharing stage also offers an opportunityfor teams to share lessons learned about col-laborative learning. John Browne, Chief Eco-nomic Officer, of British Petroleum, advisesthat every time an action or experience isrepeated, it should be critiqued to see how itcan be done more efficiently and effectivelythe next time (Prokesch, 1997). If collaborativelearning is to become part of professional devel-opment, staff must take time to examine andrefine their ability to learn collaboratively (seebox, "Questions for Reflecting on the Collabo-rative Learning Process," p. 58).

In A Simpler Way, Wheatley and Kellner-Rogers (1996) share this story:

The tower-building termites of Af-rica and Australia accomplish little

66


when they act alone; they dig onlylowly piles of dirt. But as they attractother termites to their vicinity, a col-lective forms. As a group, they becomebuilders of immense towersengineer-ing marvels filled with arches, tunnels,air conditioning systems, and special-ized chambers. These intricate towersare the largest structures on earth if youconsider the size of their builders. Butif we observed only the individual ter-mites, we could never predict whatthey do as a collective. It wouldn'tmatter how long we observed them asindividuals (p. 68).

The authors assert that, like the termites,we can't predict what we might accomplish asa collective. We discover what we are capableof as we go along.

Joining a collaborative learning team islike taking a leap of faith. Team members havesome guarantee that the group is going to learnabout something that its members are "more orless" interested in. But how the experiment isgoing to turn out or how the group is going tofunction as a learning team remains unknown.On the other side of these doubts is the possi-bility that something wonderful will happenmaybe the team will find a better way to help

Questions to Help Discuss Collaborative Work

What has our team accomplished,created, or learned?

How did we accomplish this?What effect does our work have on

teachers, children, and families?What next steps might we take?

kids and families by using a new instructionalpractice or will help children with ADDbecome more successful in school.

Wonderful things can happen for childrenand families as a result of the collaborativelearning process. Yet creating miraculousresults for children and families is not thewhole story. Other miracles occur as a result ofthe collaborative learning process: Staff get toknow each other in new and different ways,parents become respected members of profes-sional learning teams, hierarchical boundariesbetween teaching roles are dissolved, and anincreased empathy for difficulties across gradelevels and throughout the school emerges.

What each collaborative learning teamaccomplishes as a collective cannot be pre-dicted by observing the individuals on theteam. In the collaborative learning process, thewhole is greater than the sum of the parts. Byworking together, something greater can becreated. The collaborative learning process is amethod for releasing the synergy that resides inall our schools. Let's not waste it.

Questions for Reflecting on the


What did we learn about "learningcollaboratively"?

How has collaborative learningenhanced the capacity of our team to pro-vide quality instruction to our children?

58 6 7

Enhancing Capacity to Learn

ILearning collaboratively is a complexprocess that requires learners to under-stand themselves, their motives, and

their thoughts and beliefs, as well as themotives, thoughts, and beliefs of others. It alsorequires merging of individual interests into acollective aspiration. Finally, it requires a group"work ethic" or way of behaving that creates abond of trust, belonging, and purposefulnessamong group members.

People involved in collaborative learningcan address these complexities more easilywhen they take time to build relationships andplan a method for learning together. Learnersmay decide to establish ground rules or specificcommunication guidelines. They may adoptprocesses that support generative thinking andreflection. This chapter focuses on tools andtechniques that support groups in creatingpowerful ways of relating to one another.

Developing Interdependence

Collaborative learning necessitates interactionamong groups of individuals. The potential ofthe interactions varies significantly, dependingon the degree of interdependence among groupmembers. Steven Covey (1989) defines inter-dependence as "the paradigm of wewe can do

59

it, we can cooperate, we can combine our tal-ents and abilities and create something greatertogether" (p. 49). He goes on to say, "Interde-pendence opens up worlds of possibilities for

. deep, rich, meaningful associations, for geo-metrically increased productivity, for serving,for contributing, for learning, for growing"(p. 187).

Developing interdependence within agroup is a time-consuming process that isenhanced when each team member possesses asolid understanding of one's self (see box,"Questions for Self-Understanding").

This self-knowledge is then combined withlooking outwardnoticing the gifts and talentsof others, as well as valuing the diversity ofthought and experience expressed by thegroup. Understanding ourselves and under-standing others support collaborative learningteams in developing interdependence.

Questions for Self-Understanding

Who am I?What do I believe?What am I willing to contribute?

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Understanding Self

Deeply held beliefs, values, and assump-tions exert a powerful influence on ourthoughts and actions (Caine & Caine, 1997)and form our personal worldview. Our world-view is rooted in life experiences that stretchback to our early years. These experiences cre-ate a lens through which we process newthoughts and experiences.

Our worldview or way of seeing influencesour interpretation of the daily events in ourlives. From the many stimuli that are.con-stantly bombarding our senses, we pay atten-tion to the stimuli we consider important. Weselect these stimuli because they are of interestto us. They may be compatible with our under-lying assumptions and, therefore, affirming; orthey may be incompatible, therefore creating asense of disequilibrium. The following reflec-tion by a teacher demonstrates the way thesame stimuli can affirm two different sets ofassumptions or worldviews:

Two teachers are watching thesame children play. The first teachersees the children exploring their worldas they collect sticks, dig with them,test their trajectory, and hear thesounds they make. The other teachersees the children out of control as theycollect sticks, spear them into theground, throw them blindly, and bangthem on the playground equipment.The worldview of the first teacher isshaped by her belief that children learnthrough active exploration. The world-view of the second is based on the be-lief that young children with sticks aredangerous. Each teacher has processedthe stimuli in a way that is congruentwith her personal worldview and islikely to take action based on the

60

meaning she has attributed to thesituation--the first teacher might ex-pand the child's thinking while thesecond might briskly outlaw the use ofsticks.

Personal worldviews exist below the levelof awareness, where they often remain unex-amined and untested. Examining and talkingabout our personal worldviews is a difficulttask, particularly as we mature and our percep-tions become buried in years of collected expe-riences. An understanding of how our pastshapes our current actions and decisions is keyto understanding ourselves. By identifying theframe through which we routinely view anexperience, we become more aware of theassumptions that shape our views, as anotherteacher observed:

I may perceive a colleague as diffi-cult to deal with on the basis of pastexperiences. Because of that percep-tion, I view many of her commentssuch as, "I don't understand your idea,"as negative, unsupportive, and chal-lenging. Once I realize that I listen toher through a negative lens, I have anew freedom to choose how I interpretwhat she saysI am better able toreally listen to what she is saying ratherthan reactivate my past feeling andexperiences.

Similarly, our professional thinking isshaped by the pedagogical beliefs and assump-tions that we have internalized. Take the con-cept "learning." Here are two views oflearningbehaviorist and constructivistthatare opposite in many ways:

If your thinking about learning is heavilyinfluenced by behavorist theory, you view

69

ENHANCING CAPACITY TO LEARN

learning as a stimulus-response process that isexternally reinforced with a system of rewardsand punishments. To behaviorists, terms likeoperant conditioning, reinforcement schedules, andantecedent events are central to the learningprocess.

If you are a constructivist, learning is aninternal process in which individuals constructtheir own views of reality by acting on andinteracting with the world. To constructivists,terms like play, active learning, and mediationare central to learning.

Imagine how difficult it might be forteachers to collaborate if one teacher viewslearning through a behaviorist perspective, andthe other through a constructivist perspective.One teacher believes that learning occurs bestin a teacher-directed classroom where childrenaccumulate knowledge and facts that are dis-pensed by the teacher; the other teacherbelieves that learning occurs best in a learner-centered, active classroom where the teacherposes problems, encourages interaction, andserves as a resource to facilitate learning.

Understanding ourselves requires us toidentify and "own" the assumptions and beliefsthat shape our worldview, whether it is our pro-fessional worldview or our personal worldview.In the process of making our worldview morevisible to ourselves and others, we increase ourcapability to discuss and modify our assump-tions, as well as let go of those assumptionsthat no longer serve us well.

Personal reflection heightens our awarenessof the beliefs and assumptions that shape ourworldview and guide our actions. In The FifthDiscipline Fieldbook, Charlotte Roberts (Senge,Kleiner, Roberts, Ross, & Smith, 1994, p. 396)suggests a few questions that might lead to

61

reflective thinking about our motives foraction (see box, "Questions for ExaminingOur Beliefs and Assumptions").

m.Questions for Examining

Our Beliefs and Assumptions

What strong opinions do you holdabout this topic? Where did these opin-ions come from?

What observable data can you bringto this discussion?

Are you willing to be influenced?What is your vision for a satisfac-

tory outcome for this issue?

When we ask and answer questions likethese, we may break up some of the biases andunquestioned assumptions that we bring togroup discussions.

Understanding Others

To know one's self is wisdom, butto know one's neighbor is genius.

-MINNA ANTRIM (1861-1950),AMERICAN EPIGRAMMIST

No two individuals are exactly alike. Whenpeople have similar histories, experiences, oreducation, we often anticipate compatibility.When differences are apparent, we oftenexpect struggle and contention. Yet we knowthe presence of different points of view withina group can actually lead to creative solutions.

A collaborative learning environmentencourages people to voice different

4, V'


perspectives, yet an element of risk is presentwhen we unveil our thinking to a group of col-leagues. An essential ingredient in collabora-tive learning environments is an atmosphere oftrust. Trust in this context refers to the safetylevel in the group. In a trusting environment,the group is willing to consider the diverseopinions of others. They respect, value, andappreciate the ideas and beliefs of their col-leagues. Members are able to speak openlyto express their opinions and beliefs withoutloss of status or the fear of reprisal.

In a trusting environment, people are safeto say what's on their mind, seek the counsel ofothers, and experiment with new ideas. Thisenvironment offers a place where judgmentabout spoken communication and actions aresuspended. Such an atmosphere invites partici-pation. The following elements are present inenvironments characterized by high levels oftrust:

Opennessinviting all group members toparticipate by offering information, ideas,thoughts, feelings, and reactions.

Sharingoffering materials and resourcesto help the group move toward its goal.

Acceptancecommunicating positiveregard to other group members about their con-tributions to the work.

Supportrecognizing the strengths andcapabilities of group members.

Cooperative intentionexpecting allmembers to function cooperatively and col-laboratively to achieve the group purpose.

Developing a trusting atmosphere occurslittle by little. The following activities encour-age the building of trust by asking people toshare information about themselves:

T 'I

My Treasure Box. This team activitybrings events that have shaped our lives to theforefront. Team members fill boxes or bags withobjects and pictures that have significance tothem and then share with the. group their spe-cial items and the reasons they chose them.The explanation of choices begins to disclosethe values and beliefs of the team members.

Similarities and Differences. Two people,paired together, are asked to name somethingabout each other that is the same and some-thing that is different. For example, the choicecould be a physical attribute, a philosophy, ahistorical fact. This begins the connectingprocess by acknowledging sameness and differ-ence and foreshadows how difficult it can befor group members to talk about themselvesand about differences.

Self-disclosure (Sapon-Shevin, 1992, p.30). The questions in this activity encouragerisk taking and personal exposure by askingpeople to respond to more value-laden ques-tionsquestions that discuss individualstrengths and weaknesses. In answering thesequestions, participants may find complemen-tary skills and interests:

What are three things I am really goodat?

What are three things I have troublewith?

What are some ways I can help people?What are some things I need help with,

and what kind of help would I like?

Embracing individual differences is anothercomponent of understanding others. Seeingdifferences as a contribution, not a detriment,brings a sense of value to the uniqueness ofeach person in the group. The presence of posi-tive regard encourages members to share their

62 71


passions and idiosyncrasies, and stimulates thecreativity that arises from full engagement andself-expression. Learning increasesand seemsto explodewhen team members are free tocontribute to and learn from the diverse per-spectives in their group.

Creating a Team Sculpture. This activityemphasizes the contributions each personbrings to the team and ties them together intoa whole. Teams create a sculpture that repre-sents their team's identityits diversity, com-monalities, and accomplishments. Here areexamples of materials that teams can use inthis activity: a sheet of foamcore or cardboardfor each team, Styrofoam pieces, pipecleaners,clothespins, yarn, string, ribbon, markers, col-ored and textured papers, stickers, glue, tooth-picks, and tape. Steps in the process are as .

follows:

Each member shares a personal trait.Members discuss traits, looking for simi-

larities and differences.Members translate their ideas into a

sculpture that represents their team's identity.Members title their sculpture.Each team shares the sculpture with

other teams.

Let's String Along (Scannell & Newstrom,1991, p. 287). This activity brings to light theinterdependent nature of our work and eluci-dates the importance of having a versatile,diverse group of coworkers. Each group has aball of string or yarn, and group members standin a circle. One group member holds the ball ofstring and ties the end to her wrist. She throwsthe ball of string to someone whom she isdependent on and states the nature of thatdependency. The process continues as different

63

people hold the string and throw the ball toother members of the group.

Developing a sense of interdependencerequires that we come to know ourselves, ourbiases, and our assumptions; that we trust eachother enough to share personal viewpoints,experience, and information; and that we cometo embrace and celebrate our differences.

Communication Norms That

Support Collaborative Learning

Clearly stated communication norms contrib-ute to an atmosphere of trust when people arelearning collaboratively. Communicationnorms are shared expectations about how groupmembers will communicate with each other.They provide guidelines that support collabora-tive exploration, discovery, and reflection.

In many groups, members talk "at" oneanother. Communication consists of eachmember presenting his point of view anddefending it with more thoughts when chal-lenged. In this talking "at" model, the speaker'swork is the skillful display of his ideas; thegroup's work is to choose the best of the ideaspresented. Converkly, collaborative learningrelies on the ability of team members to talk"with" each other, working together to under-stand and mold the group's many ideas into anew whole.

Belenky and colleagues (1986) have namedthese two types of talk didactic talking and reallytalking. Didactic talking offers little or noattempt among group members to combinetheir thoughts and ideas to acquire new levelsof understanding. The practice of really talkingasks group members to share ideas in a way thatideas can grow. Really talking happens when

72


members share from deep within their ownexperience and embrace the ideas and experi-ences of others. Collaborative learning flourishesin an environment filled with really talking. Thissection discusses five communication normsthat facilitate really talking:

Listen carefully.Share relevant information.Develop shared meaning.Make assumptions explicit.Decide by consensus.

We offer a word of warning before we dis-cuss the specific communication norms: Com-munication norms cannot be imposed on a group.The group, as a group, draws forth norms thatare meaningful for it. The norms are based onthe values, expectations, and past experiencesof the group members. Communication normsmust be clear to all members. Once the groupidentifies norms, group members should prac-tice the norms to ensure that everybody in thegroup can recognize and use them in conversa-tion. Groups increase their ability to use thenorms masterfully when they incorporate atime and method for group reflection and feed-back into their team meetings. "Communica-tion Norms for Collaborative Groups," Tool 6in Part III, "Tools for Learning," can helpgroups explore effective communication norms.

Listen Carefully

ListenI do not know if you have ever

examined how you listen,it doesn't matter to what, whether to a

bird, to the wind in the leaves,to the rushing waters, or how you listen

in a dialogue with yourself,to your conversation in various

relationships with yourintimate friends,

your wife or husband. .. .If we try to listen, we find it

extraordinarily difficultbecause we are always projecting our

opinions and ideas,our prejudices, our background, our

inclinations, our impulses;when they dominate we hardly listen

at all to what is being said.. .In that state there is no value at all.One listens and therefore learns,

only in a state of attention,a state of silence,in which this whole backgroundis in abeyance, is quiet;then, it seems to me, it ispossible to communicate. . . .

Real communication can only takeplace where there is silence.-jIDDU KRISHNAMURTI (1895-1986),

INDIAN EDUCATOR AND PHILOSOPHER

Listening carefully demonstrates respect forthe ideas and thoughts of others. Senge andcolleagues (1994) describe this intense listen-ing as "the art of developing deeper silences inyourself, so you can slow your mind's hearing toyour ears' natural speed and hear beneath thewords to their meaning" (p. 377). Listeningcarefully requires the purposeful pursuit ofmeaning beneath the wordslistening for thecontribution in each other's speaking ratherthan for the assessment or judgment of what isbeing said. This deeper level of listening askslisteners to set their thoughts aside while theyattempt to understand the message from thespeaker's point of view. Here are some activi-ties that can help groups examine their listen-ing skills.

Say Something About It. This activityprovides participants some insights into their

64


listening. A leader brings an interesting objectto the circle of participants. As the participantspass the object around the circle, each personsays something about the object. Typically, theparticipants will be thinking about what theyare going to say rather than listening to thecomments of others. As the object continues tobe passed, a shift often occurs when the com-ments begin building on one another. Forexample, if a pencil were going around the cir-cle,. initial comments might be "It's yellow,""It's made of wood," or "You write with it."After a while, related comments begin toemerge, such as "I will write Emma a letterwith the pencil," and "I will address the enve-lope using the pencil." This shift shows thatthe group is beginning to listen and think as ateam rather than as individuals.

What's on My Mind? A leader divides thegroup into pairs and gives one person, thespeaker, a topic to speak on. The speaker hasfive minutes to talk about the topic withoutdeviating. The other person is the listener, buthe is listening to the thoughts going throughhis head. The listener must say those thoughtsout loud as the speaker is talking about thetopic. This very noisy activity confirms for par-ticipants that a large percentage of their brainis not focused on listening but is busy havingother thoughts.

Appreciative Partner Statements. Thisactivity reaffirms the difficulty of listening,especially when the topic is you. It is done inpairs. One person makes an appreciative state-ment to the other person and then vice versa,moving back and forth for three to five min-utes. No comments on the statements are per-mitted. Partners are inclined to comment onthe statement with a defensive response: "Oh,I really didn't do that" or "It wasn't that much

65

work." The trick is to control your "automatic"responses so you can listen and receive theacknowledgment, yet not comment on it.

Instrumental in establishing a culture ofrespect and trust, careful listening sends a mes-sage that each idea from each individual bringsvalue to the group conversationthat thegroup treats each idea with respect, regardlessof agreement or disagreement. Senge and col-leagues (1994), in The Fifth Discipline Fieldbook,suggest some guidelines for listening carefully(see box, "Strategies for Listening Carefully").

Strategies for Listening Carefully

Stop talking both to others andyourself! Learn to quiet the voice within.

Try to imagine the other person'sviewpoint.

Show honest, intent interest in thespeaker.

Consider nonverbal behavior to aidin establishing meaning beyond what isspoken.

Listen for implicit as well as explicitmeanings. Question your interpretationsof those meanings.

Speak affirmatively while listening.Avoid evaluative, critical, or disparagingcomments at the time the message isbeing sent.

Rephrase what the speaker has toldyou periodically to ensure your under-standing of the message.

Remember to stop talking becauseall techniques for deep and careful listen-ing depend on this silence (Senge et al.,1994, p. 391).

7 4 BEST COPY AVAILABLE


Share Relevant Information

Information is the material of learning.Group members bring a depth and diversity ofinformation to group conversations. Groupsgreatly benefit from this wealth of information,especially when the expectation is that allinformation relevant to the topic is publiclyshared. Barriers exist to sharing informationamong team members. Feelings of inferiority orlack of status may create a reluctance to shareinformation with the group. Members may beshy, reluctant to speak in public, or assume thateverybody knows what they know. Others mayrefuse to make the effort to effectively sharerelevant information, or they may have contro-versial information that they are afraid to share(Lumsden & Lumsden, 1993; Weiss, 1994).

Sharing relevant information means offer-ing ideas that contribute to the group discus-sion even when they do not support a personalidea or perspective. For example, a staff mem-ber may want to attend a professional develop-ment conference on the day her team hasplanned a field trip. If she shares this, the teammay encourage her not to go to the conference.Sharing all relevant information means tellingthe team about the conflict, even though theinformation may reduce her chance of beingable to go to the conference. The voicing ofmultiple perspectives is a good indicator thatgroup members are sharing all relevantinformation.

Information is valuable only if all groupmembers share and understand it. Informationmay be sabotaged if people use language suchas, "I may be wrong but. . ." In this example,the group's attention is likely to be diverted toevaluating the information, rather than listen-ing to it. Feelings are also relevant information

to share. Feelings may be about the topic underdiscussion or about the way a topic is beingdiscussed.

Develop Shared Meaning

Shared meaning is really the ce-ment that holds society together andyou could say that the present societyhas some very poor quality cement. Ifyou make a building with very lowquality cement, it cracks and fallsapart. We really need the right cement,the right glue . . . and that is sharedmeaning (Bohm, 1990, p. 17).

A lack of shared meaning is a primary rea-son for failed communication in groups. Thislack of shared meaning can relate to words andideas, as well as to the purpose and tasks of agroup. The need to come to agreement on themeaning of words is an ongoing process in col-laborative learning groups. Because we, asspeakers, are perfectly clear about what ourwords and ideas mean, we often assume othergroup members have the same clarity. We forgeahead making our point rather than pausing fora moment to check for understanding. Unfor-tunately, the entire group does not necessarilyhave the same understandings.

For example, I might say I am interested increating quality instructional programs. I havea clear image of what quality means, but theother group members might not share thatimage. Quality may look totally different tothem. If we don't pause to explore what qualitymeans to each person, we have no guaranteewe are advocating for the same goal.

There are several ways to encourage creat-ing shared meaning. One way is to slow downthe conversation so individuals have time to

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explore meanings. Several strategies may helpslow down the pace of a conversation (see box,"Strategies for Developing Shared Meaning").

Strategies for Developing Shared Meaning

Asking for clarification of an idea orword.

Asking other members to para-phrase the idea that was just expressed.

Asking group members to discussthe pros and cons of an idea.

Stopping and defining the word oridea when it first enters the discussion.

For example, when a group was discussingthe idea of consensus, one team member offeredthis definition for the group to consider: "Weare talking about making our decisionsusing 'consensus.' To me consensus meansunanimous agreement and not majority agree-ment. Is that what it means to you?"(Schwarz, 1994)

Another way to create shared meaning is touse the four-step process adapted from the workof Russo and Giblin (1996, p. T-2).

Step 1. Each team member offers an inter-pretation of the task or concept.

Step 2. Team members question eachother's ideas.

Step 3. Team members modify their ideas.Step 4. Team members agree on a shared

meaning of the task or concept.

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Make Assumptions Explicit

A teacher approaches a colleagueto talk about a student with a behaviorproblem. The colleague listens andthen offers several suggestions. Theteacher is quick with a response: "I'vetried the first one before. It didn'twork, and the other one is just not mystyle." This response left the colleaguefeeling judged and cut off. What hap-pened? The teacher described a prob-lem. The colleague suggested solutions.The teacher rejected the solutions.

This conversation was solution driven:the participants were addressing a crisis orproblem. The teachers gave their attentiononly to potential solutions, not to the assump-tions associated with the problem. Conversa-tions that are held at the "what-should-we-do"level tend to look like a ping-pong game, withanswers being batted back and forth. What ismissing in a solution-driven conversation is theopportunity to examine the thoughts or theassumptions that created the problem.

Every problem is based on a set of assump-tions. Assumptions are ideas that are treatedlike "the truth," but in reality they are merelyideas, created by people at some point in time.In our example, the student's behavior was aproblem. The problem is based on a set ofassumptions about appropriate ways to behavein school. A different teacher might embrace adifferent set of assumptions, and the student'sbehavior might not be a problem in that class.Once team members identify and state under-lying assumptions, the team can more easilydetermine discrepancies in thinking amongteam members.

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Making assumptions explicit is akin to thenotion of "suspending assumptions" found indialogue. Dialogue is a method of discourse "inwhich group members seek to understand oneanother's viewpoints and deeply held assump-tions" (Garmston & Wellman, 1998, p. 31). Asgroups engage in dialogue, members areencouraged to identify and "suspend" theirassumptions. In this context, suspend does notmean to hold back or temporarily dismissassumptions, but rather it means to hold themout in front, like an object, so all can see themclearly. Senge (1990) suggests that individualshave their assumptions "'hanging in front,'constantly accessible to questioning and obser-vation" (p. 243).

When people are engaged in collaborativelearning, examining the thinking behind theirideas can help illuminate underlying assump-tions (see box, "Strategies for Making Assump-tions Explicit").

Inquiring into the thinking of others canalso illuminate assumptions. When inquiring,the listener asks for clarification to more fullyunderstand the speaker's thoughts. In collabo-rative learning, a clear understanding of thespeaker's point of view should precede thevoicing of agreement, disagreement, or another

Strategies for Making Assumptions Explicit

1. Telling others the reasons for doingor suggesting something.

2. Explaining the way a certain pointof view came to be.

3. Describing the theory on which astrategy is based.

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point of view. This idea resonates with Covey's(1989) thinking in The Seven Habits of HighlyEffective People, "Seek first to understand . . .

then to be understood" (p. 235). Tool 7, "Left-Hand Column," in Part III, "Tools for Learn-ing," is designed to help individuals and groupsidentify and discuss underlying assumptionsand beliefs.

Decide by Consensus

In this book, we focus on creating a spaceand process in which teams are free to engagein collaborative learningfree to explore,inquire, expand, and experiment. Althoughmost of these words are open-ended, ignoringthe need for teams to make decisions, reachagreement, and take action would be foolish.Every team needs an agreed-on decision-making process. We propose consensus as theoptimal decision-making process for collabora-tive learning teams.

Making decisions by consensus means that

everyone in the group freely agreeswith the decision and will support it. Ifeven one person cannot agree with aproposed decision, the group does nothave a consensus. Consensus ensuresthat team members' choices will befree . . . and that they will be internallycommitted to the choices (Schwarz,1994, p. 84).

When a teams uses the consensus process,the group more fully owns the final decision,thereby fostering a more accepting atmospherefor the change.

Power among group members is equalizedwhen consensus is used as a decision-makingprocess because all members must speak their

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concerns and express their support for a deci-sion. In a group situation it often takes courageto state one's views and inquire more deeplyinto the thoughts of others. The effective useof the other communication norms such as lis-tening carefully, sharing relevant information,developing shared understanding, and makingassumptions explicit increases the likelihoodthat a group will reach consensus amicably andin a timely manner.

Testing for consensus is often necessary todetermine if a group is nearing consensus. JudyOlson-Ness (1994) suggests several ways todetermine this point (see box, "Strategies toTest for Consensus").

Strategies to Test for Consensus

Look at each person individuallyand ask, "Will you support this decision?"

Use the five-to-fist test for agree-ment, with five meaning "yes" and fistmeaning "no."

Have each person place a marker ona consensus continuum chart.

Ask each member's opinion in around robin.

Optimal times to test for consensus are asfollows:

The discussion has gone on for a longtime.

Ideas are being repeated.Confusion exists about the direction of

the discussion.Time is running out.Options need to be eliminated.

69BEST COPY AVAILABLE'

Schwarz (1994) offers a procedure forreaching consensus:

When a group thinks it is close toreaching consensus, one membershould state the decision under consid-eration, and then each member shouldsay whether he or she agrees. Thisavoids the mistake of assuming that si-lence means agreement (p. 84).

Tool 8, "The Pyramid," in Part III, "Toolsfor Learning," is a method to help groups findcommon ground and reach consensusfirst bypairs, then in groups of 4, then 8, then 16, andso on until the group reaches consensus.

Group Practices That Support

Collaborative Learning

Establish Ground Rules

Ground rules are specific and concrete rulesand procedures that guide the way collabora-tive learning groups function. Ground rulesprovide parameters for team meeting functions,such as scheduling, attendance, agenda devel-opment, and members' roles and responsibili-ties. Ground rules may specify behavioralexpectations, such as respecting individualcontributions and full participation of all teammembers. They may delineate procedures forgroup processes, such as brainstorming, deci-sion making, or recruiting new members.

Having teams generate their own groundrules provides the opportunity to discuss andmake explicit the expectations members havefor one another. Stress often builds amongteam members around interpersonal behaviorsor "pet peeves," such as the person who is con-stantly late, the member who dominates the

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conversation, or the phone calls that continu-ally interrupt the flow of conversation. Whenteams clearly articulate their ground rules andgive responsibility to the group members toenforce them, team members find they func-tion with less stress and greater productivity."Ground Rules," Tool 9 in Part III, "Tools forLearning," offers a process for groups to discussand identify relevant and meaningful groundrules (see also Figure 6.1).

FIGURE 6.1

Sample Ground Rules for Meetings

1. Start and end on time.2. Stay on the taskavoid side conversations

or other work.3. Minimize interruptionstake messages and

make phone calls at breaks.4. Allow everyone an equal voice.5. Listen to increase your understanding, rather

than to think about what you want to say next.6. Honor promises and commitments made.

Follow through on action plans.7 Be aware, and monitor how much air space

you and others are using. Notice patterns (Bailey,1995).

Some group processes, such as brainstorm-ing, problem solving, or decision making, alsoneed ground rules or procedures that everyonecan agree on. Figure 6.2 shows a sample ofbrainstorming ground rules.

Explore Trust and Task Roles

We began this chapter by emphasizing theimportance of trust within a group. Trust is halfof what it takes to be an effective and efficientgroup. The other half is the ability to

accomplish the task. Researchers have identi-fied roles that enhance the levels of trust andtask completion in a group. For example, sum-marizing is a task role that is responsible forclearly restating what the group has discussed,and gatekeeping is a trust role that makes sureall group members have an opportunity toshare their ideas. Figures 6.3 and 6.4 delineatesome task and trust roles, respectively (Johnson& Johnson, 1994; Olson-Ness, 1994).

Having team members focus on both trustand task roles has several benefits. Two obviousbenefits are a higher level of trust and perform-ance among group members. A less obviousbenefit is a leveling of the hierarchical struc-ture inherent in the roles of parent, teacher,administrator, and assistant teacher. This hier-archy is often unconsciously transferred to thecollaborative learning situation. By assigningmembers the roles of summarizer, gatekeeper,or recorder, a message is sent that all membersare equally important to the group's function-ing. When a group is first "trying on" trust andtask roles, members may decide to blindlychoose the roles at the beginning of a meeting,or they may select roles that represent theirpersonal style and comfort level.

FIGURE 6.2

Sample Ground Rulesfor Brainstorming

1. Share ideas in a round-robin fashion.2. Avoid negative or judgmental comments.3. Welcome wild ideas.4. Focus on quantity, not quality.5. Keep the sessions shortthree to five

minutes.6. Designate a recorder to write key phrases.

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FIGURE 6.3

Task Roles That Support Group Functioning

Information or opinion seeker Requests facts, seeks relevant information, asks for suggestions and ideas

Recorder Charts relevant information during meeting, restates group comments ordecisions to ensure understanding and agreement

Timekeeper Ensures each agenda item has a set time; keeps group apprised of time(gives 5-minute warning); when 1 minute is left, asks group members ifthey want to allot more time to discussion or summarize and move on

Facilitator Helps group set the agenda, assigns roles for meeting, keeps discussion ontopic, reminds group of ground rules and norms, creates the space foraction to occur in the meeting

Summarizer Restates what the group has discussed, pulls together related ideas or sug-gestions, organizes ideas so group will know what has been said, checks forunderstanding and agreement

Document Information

Groups that generate information need todocument it. Meeting agendas and meetingnotes (1) provide a record of topics addressed,decisions made, and assigned responsibilities;and (2) serve as an information disseminationmechanism for people who could not attendthe meeting.

There are many methods of keeping meet-ing notes. One is to keep a running record ofthe discussions and decisions and then typeand distribute the information. Having a lap-top computer at the meeting has made thisapproach more efficient. A more succinctmethod is to record only group decisions, indi-vidual responsibilities, and due dates. Duringthe meeting, it is helpful if decisions arerecorded on chart paper so all members can seethe decisions and review them before the meet-ing is adjourned. A "recorder" can then typethe chart paper notes and distribute them toeach member after the meeting (see Figure 6.5

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for a form that makes it easy to take notes on ameeting's agenda items).

Reflect on Group Process

Learning how to learn together is essentialto the work of collaborative learning groups.Often, teams pay too much attention to whatgroup members are doing, rather than to howthey are doing it. As stated earlier in this chap-ter, the balance between trust and task,between focusing on relationships and onaccomplishments, is key to successful groupfunctioning. The probability that a team willwork on the same task again is minimal. Theprobability that the team will work collabora-tively again is much greater. Therefore, teamsmust continually evaluate and refine how theycommunicate, how they run meetings, how theyshare informationhow they function as a team.

Group reflection is a means for group mem-bers to examine what they are doing well and

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FIGURE 6.4

Trust Roles That Support Group Functioning

Gatekeeper Ensures that all members of the group have an opportunity to share, asksfor the opinion of quiet group members, encourages talkative members tobe listeners, keeps communication flowing

Encourager Is friendly, warm, and responsive to others; accepts and acknowledges thecontribution of members; encourages others to speak

Compromiser In the case of an impasse, clearly states the different ideas that have beenexpressed and asks group to look for common ground; offers compromisesfor opposing points of view; is willing to yield when it is necessary for prog-ress to be made

Reflector Senses feelings, moods, and relationships within group; shares own feel-ings with the group

what needs to be improved, and to set prioritiesfor enhancing their collaborative learning.

Groups can improve their ability to func-tion as a group by setting aside time at eachmeeting to critique their behavior. Schwarz(1994) suggests several questions for groupmembers to ask themselves (see box, "Ques-tions for Group Reflection").

A similar inquiry can be made into thegroup's use of communication norms. "Com-munication Patterns," Tool 10 in Part III,"Tools for Learning," is a way to record andshare group communication patterns during

Questions for Group Reflection

1. What ground rules did we use well?2. What ground rules do we need to

improve on?3. Exactly what will we do differently

next time?

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team meetings. An observer diagrams the com-munication patterns that occur over time andpresents the data to the group. Discussionabout the flow of communication within thegroup can significantly contribute to positiveteam functioning.

Another method of ascertaining the mem-bers' level of satisfaction with team functioningis through the "Team Functioning Scale" (Fig-ure 6.6), a simple tabulation procedure. The"Why?" column offers information about theforces that are supporting or inhibiting thegroup's performance. The recorder can includeteam comments in the meeting notes, and theteam can review the comments at the begin-ning of the next meeting to reinforce the grouplearning process.

In this book, we are asking a lot ofeducators. In urging staff members to choosecollaborative learning as a vehicle for school

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FIGURE 6.5

Sample Meeting Agenda Notes

Meeting Date: Facilitator:Members Present: Recorder:

Timekeeper:

AgendaItem

Time Decisions Who When

Next Group Meeting Date, Time, and Place:

Agenda Items:

Reflection on Group Functioning:

FIGURE 6.6

Team Functioning Scale

Scale Tallies Why?

7 / I'm very satisfied with our team's functioning.

6 /11

5 /

4 //

3 /

2

1 I'm very dissatisfied with our team's functioning.

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improvement, we ask them to take a giant stepaway from business as usual. We are asking thatthey devote time and energy to understandtheir own beliefs and the beliefs of thosearound them. We are asking that they engagein meaningful learning as a team. We are ask-ing that they recognize and address the com-plexities that accompany workingcollaboratively. These are not simple requests.They involve time, study, and a commitmentto improving the way adults relate to eachother in a school.

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Yet it is becoming more and more apparentthat professional collaboration plays a signifi-cant role in quality schools. For that reason, wemust persist in exploring new and improvedways for professionals in our schools to growand learn together: Now is the time to pave theway for "best practice" in collaborative learn-ing. In the next generation of schools, we mustbe as attentive to the process of learningtogether as we are to the content of our profes-sional learning.

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rs

Tools forLearningPart Ill presents 10 tools that are relevant tobuilding professional learning communities.Many are multipurpose tools that educators canmodify according to the needs of the group. Forexample, Tool 1, "Force Field Analysis': helpsgroups identify both negative and positiveaspects of an issue being discussed; Tool 4,"Open Space," helps group members find com-mon interests and questions; and Tool 5, "Think,Pair, Share," allows group members to reflect onand share ideas in a preliminary fashion. Thedescription of each tool includes its purpose,step-by-step directions, and tips for debriefingand adapting the process.

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C]1)1

Tools for Learning

The tools described in this section areuseful activities for developing profes-sional learning communities. These

activities are more complex than those out-lined in previous chapters and go into moredetail. Many require some debriefing, eitherduring or following the activity, and benefitfrom the use of an experienced facilitator. Sev-eral activities are basic process tools that manygroups can use throughout the collaborativelearning experience. Each tool includes a refer-ence to one or more chapters of this book andsources included in the references.

Each tool outlines the purpose, the basics,the process, and facilitator's notes. Although

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we have provided some examples andsuggestions for adaptations, you may want toadapt the tools further to meet the specificlearning needs of your audience. For example,you can use small-group activities requiringdiscussion with large audiences by askingparticipants to discuss the concept or issue withtheir neighbors. The outcomes may not beexactly the same, but participants have stillhad the opportunity to discuss issues. Weencourage you to use these tools as a startingpoint and to contribute your own personalcreativity and individual touches to enhancethem.

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TOOLS FOR LEARNING

TOOL Force Field Analysis SEE CHAPTER 4

PURPOSE

To identify negative and positive forces that influence the issue being discussed andbegin to generate a strategy or plan of action.

This process could be used by

(*- A whole school community to identify the positive or negative forces that affectmovement toward its desired state.A collaborative learning team to analyze positive and negative forces affecting atopic of study.

BASICS

NUMBER OF PARTICIPANTS: Large or small groupTIME NEEDED: 30 minutes to 1 hourROOM ARRANGEMENT Participants should be able to read chart or overhead.MATERIALS: Overhead or large chart; markers

PROCESS

1. The group identifies desired state and describes it at the top of the chart (Seeexample.)

2. The group develops a list of facilitating (positive) forces, including individual, inter-personal, school, and societal forces, that will help the group move toward thedesired state. The group addresses this question: What forces existing bothwithin the school/group and outside of the group will help to make the neededchanges?

3. The group develops a list of restraining (negative) forces that may prohibit thegroup from moving toward the desired state. The group addresses this question:What forces will prevent change from occurring?

4. The group ranks the facilitating forces according to the degree of influence theyhave on movement toward the desired state.

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TOOL Force Field Analysis SEE CHAPTER 4

5. The group rates the top restraining forces according to how easily they can beresolved (number one being most easily resolved). Identify only the forces that thegroup can influence given their current resources. (See second "Facilitator'sNote.")

6. The group brainstorms ways to strengthen and enhance the top facilitating forces.7. The group brainstorms ways to convert the restraining forces into facilitating or

neutral forces.

EXAMPLE

FORCE FIELDDesired State: Interdisciplinary instruction in the classroom

Facilitating (Positive) Forces Restraining (Negative) ForcesWhat forces support this? What forces are hindering this?

Some staff willing to team State-mandated standards-of-learning

Some staff with experience (SOL) assessments

District-level encouragement to try Lack of instructional models and materials for interdisciplinary teaching

Best way for kids to learnLack of proximity of participating staff

No staff development

No planning time

What will help us move forward?

Establish a game plan for attaining our goal.

Talk with principal about logistical matters, such as planning time, staff develop-ment, proximity, and materials.

Visit with staff in schools that have done interdisciplinary instruction at our gradelevelsee if they would be willing to mentor us.

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TOOLS FOR LEARNING

CONTINUED

TOOL 1 Force Field Analysis SEE CHAPTER 4

FACILITATOR'S NOTES

Johnson and Johnson (1994) claim that reducing the restraining forces is usually amore effective strategy than enhancing the positive or facilitating forces.

my- Stephen Covey's (1989) discussion of the "circle of influence" and the "circle ofconcern" in Seven Habits of Highly Effective People is applicable in the rankingand action-plan stages of force field analysis. Covey suggests that groups firstwork on items that are within the circle of influencethat is, items that they canchange given the current resources. He believes that focusing on things that canbe improved will support the change effort. Over time the circle of influence willincrease. Conversely, he believes that spending time on issues that cannot bechanged leads to frustration and impotence. We recommend that the facilitatorhelp the group target forces it can influence.

Sources: Covey (1989); Johnson and Johnson (1994).

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TOOL Probable and Preferred Future SEE CHAPTER 4

PURPOSE

To generate a short-term action plan for change based on an examination of the gapbetween a "probable" future and an ideal or "preferred" future

BASICS

NUMBER OF PARTICIPANTS: Large or small group

TIME NEEDED: 1 hour.ROOM ARRANGEMENT: Small groups with one wall available for 4' by 16' chartMATERIALS: Roll of chart paper at least 4' by 16'; markers and tape

PROCESS

1. The facilitator prepares a chart with three columns: "Probable Future': "PreferredFuture': and "Action Plan for Change" (see example).

2. The facilitator asks staff members: "Think about the current state of education inyour school, your state, and the nation. If the current trends continue, what is theprobable future scenario for your school?" Staff first generate their own ideasabout the probable future and then work in small groups to collect and refineideas. Main ideas are then reported to the group and listed in the "ProbableFuture" column on the chart.

3. The facilitator asks staff to brainstorm what they would prefer to have happen intheir school. Again, individuals first generate their own list of images for their pre-ferred future and then discuss and refine the list in small groups. The facilitatorthen lists main ideas in the "Preferred Future" column.

4. Based on the information in the two columns, the next activity is to generateactions that individuals and the group can take to move the school toward its pre-.ferred future. Small groups discuss possible actions for change and then poseideas to the large group. The facilitator records ideas in the "Action Plan forChange" column.

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TOOLS FOR LEARNING

CONTINUED


EXAMPLE

Probable Future Preferred Future

Action Plan for Change(Implications for thenext 6 months)

Increased use of alterna- Learning environments As individualstive schooling: charters, in schools that are healthy, Begin to collect researchvouchers, home schooling safe, and exciting; shared on schools with success-

Decline in confidence in responsibility between ful reforms (Allison and

public schools home and school Myra)

Funding decreased, no Community dialogue Collect information on

bonds passed about school reform with our current programs that

Greater gap in school'sactive, informed, involved are successful (Laura)

ability to meet the needscitizenry Talk to community indi-

of children and families Increasing interest from viduals about neededcorporations for public school changes (pairs ofschool support staff members to inter-

Technology supports for view identified community

individualized studentwork

stakeholders)

As a group'Increased accountability Continue rehashing and

for parents, students, andteachers to accomplish

refining these ideas

stated outcomes Complete assessmentof technology capability

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FACILITATOR'S NOTES

0.- After generating items for the "Preferred Future" column, staff may need time todiscuss any ideas that are unclear, are controversial, or have only minimum sup-port. If opinions about the school's direction for a preferred future differ, the facili-tator helps groups identify ideas that have a common base of support. One way toidentify ideas that have general support is to give participants two to four dot stick-ers and have them put dots by the ideas that they feel are most important. Theaction plan for change is then based on the most-supported ideas. Completing the"Probable and Preferred Future" template marks the beginning of the action planprocess. After the group suggests possible action plans for change, the groupmust agree to specific actions that they are committed to and have the most lev-erage for effecting change. Once the group selects these actions, they distributespecific responsibilities among group members.

mr Establishing an "Action Plan for Change" may be a long process and can be sched-uled at a later date, allowing participants time to process the discrepancy betweenthe way things are currently and their preferred future. If this process takes twosessions to complete, it is helpful to hang the partially completed chart in the stafflounge to promote further thought and discussion.

Source: Bailey (1995).

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TOOLS FOR LEARNING

TOOL 3 Affinity SEE CHAPTERS 4, 5, AND 6

PURPOSE

To group or cluster similar ideas

BASICS

NUMBER OF PARTICIPANTS: Large or small group

TIME NEEDED: 1 hour (varies depending on size of group)ROOM ARRANGEMENT: Room with at least one blank wall that can be used to post ideas;movable chairs; tables: optionalMATERIALS: Post-it notes and pens for all participants

PROCESS.

1. Each participant writes on Post-it notes ideas pertaining to the topic being dis-cussed (one Post-it for each idea).

2. In a round-robin fashion, each participant shares her idea with the group andplaces the Post-it on the wall.

3. As participants continue to share their ideas, they cluster similar ideas together.

4. The group gives a name, title, or category to each "cluster" of ideas.

FACILITATOR'S NOTES

ma' This tool is an expedient method for clustering the ideas of individual group mem-bers. For example, when defining schoolwide professional development goals inan inclusive school, a facilitator asked staff members: "How do you need tostretch to increase your capacity to collaboratively offer quality programs for allchildren in inclusive classrooms?" Responses generated clusters such as facilitat-ing peer interaction, teaching children with challenging behaviors, team teaching,and differentiating instruction. The group then translated these areas into school-based professional development goals.

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CONTINUED

TOOL Affinity SEE CHAPTERS 4, 5, AND 6

The "Affinity" exercise can also be used to

form collaborative learning teams based on individual learning interests.

generate a plan for exploring the team's topic of study that honors the needs andinterests of the individuals. (For example, who learns best through reading, sitevisits, consultants, peer coaching, and so forth?)

identify similar and dissimilar views of a topic being discussed, such as beliefsabout how young children learn.

The facilitator can conduct this tool "en masse:' where a group moves to the"posting wall" and posts ideas without first reading the idea to the entire group.Participants are encouraged to individually read the ideas that have already beenposted; actively discuss their ideas and the ideas of others as they post; and beginto create clusters of ideas, putting similar ideas together. When the sorting isdone, the facilitator reads aloud idea clusters so the group can generate names forthe clusters.

es- This process can also be done in silence. Participants move to the posting wall,post their ideas, and rearrange ideas into clusters without talking. The absence oftalking focuses the group on reading and thinking.

Ar When working in small groups, a tabletop is a good surface for posting and clus-tering ideas. For best results, the table should be cleared, with participants sittingevenly spaced around the table.

- When clusters are read aloud, additional ideas may be generated and added to acluster, or individuals may decide that an idea belongs in a different cluster.

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TOOLS FOR LEARNING

TOOL 4 Open Space SEE CHAPTERS 4 AND 5

PURPOSE

To assist staff members in (1) identifying a personally meaningful topic for study and(2) forming study groups with staff who share similar interests and questions

BASICS

NUMBER OF PARTICIPANTS: Large group, 20-50 people

TIME NEEDED: 1 hour

ROOM ARRANGEMENT: Large open room; movable chairs; space on at least three wallsfor chartsMATERIALS: Chart paper, pens

PROCESS

1. Room preparation: A large open room is divided into stations with one schoolwideprofessional development goal posted at each station. The facilitator posts thegoals on a long strip of paper with four pieces of chart paper mounted side by sidebelow (see example). The charts are titled as follows:

The Stroll: Interests/concernsFirst Roundof DiscussionSecond Round of DiscussionTopics for Study

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CONTINUED

TOOL Open Space SEE CHAPTERS 4 AND 5

EXAMPLE

The Wall

Goal: Provide individualized instruction for all children in school

(chart) (chart) (chart) (chart)

The Stroll:Interests/Concerns

First Round ofDiscussion

Second Roundof Discussion Topics for Study

1. When the group assembles, the facilitator reviews the entire "Open Space"process. The facilitator explains the use of charts and transition cues and demon-strates their use, if appropriate.

2. TheStroll (20 minutes): Individuals randomly circulate to each station in the roomand record on "The Stroll" chart their personal interests and concerns about eachprofessional development goal. For example, with the goal "Improve coteachingskills': one teacher might write, "Learn efficient planning strategies" on the chart;and another might write, "Learn more about models of coteaching." Teachers areencouraged to add personal ideas to all the goals. After 15 minutes, the facilitatorshows the 5-minute warning sign. That is the cue for participants to review thematerial on all the charts and move to the station that best captures their learninginterest.

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TOOLS FOR LEARNING

CONTINUED


3. First Round of Discussion (15 minutes): Using movable chairs, participants clusterin discussion circles at the station that most interests them. Participants sharetheir reason for selecting this station and the things they want to learn about thisgoal. A recorder notes each person's interests on the "First Round of Discussion"chart. The group then reflects on what it has heard and whether a specific topicfor study has emerged. Any study ideas that emerge from the discussion areposted on the "Topics for Study" chart.

4. Second Round of Discussion (10 minutes): This is an opportunity for individuals toexplore a second area of interest. For the second round of discussion, participantsmove to a new station, review the work of the previous discussion group, andrepeat the discussion process outlined in Step 3. Ideas are recorded on the "Sec-ond Round of Discussion" chart. New ideas emerging from this group are addedto the "Topics for Study" chart.

5. Topics for Study: Individuals move to the station with the professional develop-ment goal that most interests them. This is the first step in forming a collaborativelearning team. When staff have grouped themselves into learning teams, theynote their broad topic for study on chart paper, as well as the team members'names and their personal interests related to the topic. The facilitator and grouprepresentatives then share these charts with the entire staff. .

FACILITATOR'S NOTES

mr. Identifying schoolwide professionals development goals precedes the "OpenSpace" exercise. These goals, generated by the entire staff, reflect areas in whichstaff need to grow to attain school vision.

(0- It is helpful to have a facilitator for each of the topic groups. If a.facilitator is notavailable, an individual from each group should assume the role of facilitator tokeep the discussion focused, be sure all ideas are expressed, and document thediscussion.

Ar During the first and second rounds of discussion, the facilitator may want to beginwith an open-ended question, such as, "Why does this topic interest you?"

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Nir The facilitator may promote shared understanding among group members by ask-ing people to clarify their thoughts or by checking to see that participants are fol-lowing the discussion.

(Or Everyone should be aware of the importance of personal choice before deciding tojoin a collaborative learning group. It's acceptable for people to change their mindand switch to another group.

Harrison Owen (1997), the founder of "Open Space Technology': suggests that thefollowing ground rules be posted to help the group understand the free - floating,self-selecting spirit of this process.

Ground Rules

1. Whatever individuals come are the right people.

2. Whatever happens is the only thing that could happen.

3. "The Law of Two Feet"If you are not in the right place, use your feet to go toanother group.

4. Listen generouslyInquire into the ideas of others as often as you express yourown ideas.

Source: Owen (1997).

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TOOL

TOOLS FOR LEARNING

Think, Pair, Share SEE CHAPTER 5

PURPOSE

To give the participants time to articulate and reflect on their ideas before they pres-ent them to a larger group

BASICS

NUMBER OF PARTICIPANTS: Large or small groupTIME NEEDED: 10-20 minutes, depending on group sizeRoom ARRANGEMENT: Seating arrangement that allows two people to talk togetherMATERIALS: None

PROCESS

1. At a natural breaking point, the facilitator asks participants to stop and think for aminute about the idea, information, or concept presented.

2. After 1 minute, the facilitator invites participants to turn to someone on their left orright and share their thoughts or ideas. Each partner has 1 minute to share.

3. After 2 minutes of discussion, participants are invited to share ideas, concerns,and questions with the larger group.

FACILITATOR'S NOTES

This.process can be used to do the following:

Identify important points: The facilitator might say, "What are the two most impor-tant points you heard?"

(or Analyze the message: The facilitator might say, "What are you thinking about thespeaker's ideas?"

Develop shared understanding: The facilitator might say, "What do you believe thespeaker is saying?"

ti Apply learning: The facilitator might say, "How might you use this information inyour work?"

Source: Garmston and Wellman (1998).

91 98


TOOLCommunication Norms

for Collaborative GroupsSEE CHAPTER 6

PURPOSE

To teach communication norms that promote collaboration*

BASICS

NUMBER OF PARTICIPANTS: Groups of four to seven individualsTIME NEEDED: 2 hours

ROOM ARRANGEMENT: Tables and chairs for small groupsMATERIALS: "Learning project materials:" role sheets (AH) and five communicationnorm sheets

PROCESS

1. Setup (5 minutes): The facilitator gives each group (seated around a table) direc-tions for a group learning project. The facilitator assigns a task to each group. Forexample, the task may be setting up an early childhood environment usingwooden blocks of different sizes and colors. The learning project should be openended, thus challenging the group to develop shared understanding and agree-ment about their work.

The facilitator gives role cards (see "Facilitator's Notes ") to group members andsays, "I have additional information to give to each of you. Please do not share thisinformation with your fellow team members." Role cards distributed have the fol-lowing roles on them:

Withholder (silent but knowing)Always confusedOff topicProtectorKnow-it-allYes person

* Tool 6 is adapted from Module I: Teams from Communication Derailed, by Eileen Russo, Ph.D., and ChrisGiblin. (c) 1996 Organization Design and Development, Inc. Available from HRDQ, 800-633-4533.

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TOOLS FOR LEARNING

CONTINUED



2. Play (10-15 minutes): The group proceeds to begin work on its project, with groupmembers acting out their specific roles. The facilitator tells teams they have 15minutes to complete their project and notes comments, body language, and com-munication flow.

3. Debrief (10 minutes): The teams consider the following questions:How were things going?Did you encounter any communication problems?

The facilitator can address questions to specific people (e.g., "How did you feel,Sue, when Marta continually interrupted you?" "What did you decide?"). Thefacilitator can contribute observations to stimulate reflection.

4. Learning (45 minutes): The groups now look at effective communication norms forteaming and learning. Each of the five norms is described on a separate one-pagefact sheet (see "Facilitator's Notes"). Each member of the group takes a norm,reviews it, and prepares to teach it to other group members by completing theactivity at the bottom of the sheet. The facilitator can organize cross-team group-ings for those individuals who are reviewing the same norm.

After 10-15 minutes, teams reconvene and each person has 5 minutes to describehis or her norm, help the group practice it, and address questions. After 5 min-utes, the facilitator moves the group to the next norm. After the small groups havediscussed all norms, the group as a whole takes 5-10 minutes for any large-groupdiscussions.

5. Replay (15 minutes): Using the newly learned communication norms, the groupswork again to complete their project. The facilitator can coach members, for exam-ple, "Remember to develop shared understanding"; can note use of the norms,for example "By repeating what Marta said, you showed you were listening care-fully"; or can take notes to provide feedback after the role-play is finished. Com-munication behaviors might include asking each other questions, actively seekingconsensus, actively listening using clarification and paraphrasing, seeking theinput of all the members, and checking for shared understanding. The groups geta 5- and 2-minute warning before ending their role-play. The project should becompleted in 15 minutes.

loo


CONTINUED



6. Debrief (15 minutes): The facilitator acknowledges group members for their workat effective communication. The group members pick up materials or move themto the center of the table. Each group shares any product that emerged with theother groups. Each group discusses these questions:

Did you communicate differently this time?What communication norms did you find helpful?What communication norms do you want to adopt for your team?

FACILITATOR'S NOTES

Ng- If a team has agreed on a set of communication norms, display them in some pub-lic wayon a sign or on the agenda page.

Ng- To shorten the activity, choose one or two norms to teach during the learningphase.

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94

TOOLS FOR LEARNING

ROLE CARDS Communication Norms for Collaborative Groups

Withholder (silent but knowing)

You are an extremely shy person who prefers to work on your own.

Unless someone directly asks for your thoughts, you tend not to

speak in a group setting. You are aware of the feelings of others

around you but are uncomfortable in making any overt attempts to

be inclusive or empathetic to other group members. You have

knowledge that could assist the group in its task but are

uncomfortable in sharing your information. You tend to fidget in your

seat, as a sign of your discomfort, but remain a quiet observer.

Always confused

You are a considerate person who desperately wants to contribute

to the work of the team. Your mind tends to wander to other issues;

thus, you miss a great deal of the conversation. You tend to ask

many questions, often disrupting the flow of the discussion to clarify

your own thoughts. You often reopen topics that have already been

discussed by the group.

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CONTINUED


Yes person

You have your own ideas about the task of the team, yet you tend togo along with the ideas of other members. You contribute to the

group but with a focus on getting the task accomplished with as

little uneasiness as possible. You tend to smile and agree to the

ideas of otherseven if their ideas contradict each other.

Protector

You are far more concerned with the feelings of individual group

members than you are with the task at handto the point that you

focus solely on feelings and emotions. You consult individuals who

appear to be uncomfortable (fidgeting in their seat, confused) in the

middle of a conversation to try to assist them. You take on a parent

role in the way you encourage all group members to express their

opinioneven if they are not interested in speaking. You often

rephrase a harsh statement made by another group member in

kinder and gentler words.

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TOOLS FOR LEARNING

CONTINUED


Know-it-all

You feel very strongly about the direction the activity should take.

You are an extremely opinionated person and are often loud and

disruptive during a meeting. You are known to interrupt another

speaker if you have something you feel is important to say. You feel

it is imperative that everyone know your ideas. Your focus is on

completing the task at hand in the most expedient manner possible.

The feelings and contributions of other members are not important

to you.

Off topic

You are excited to see and talk to your colleagues. You are very

much a "people person." Spending the day alone in your classroom

without other adults to speak with has been frustrating. You take

every opportunity in your group meeting to discuss your personal

life, children in your class, difficulties you are having with the

administration, and other issues with individuals in the group. You

are not always aware of the discussion because your mind is

focused on personal needs. You continually have side conversations

with other team members.

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COMMUNICATION NORMS

FACT SHEETS Communication Norms for Collaborative Groups

Listen carefully

Listening carefully demonstrates respect for the ideas and thoughts of others. PeterSenge and colleagues (1994) describe this intense listening as "the art of deVelopingdeeper silences in yourself, so you can slow your mind's hearing to your ears' naturalspeed, and hear beneath the words to their meaning" (p. 377). Listening carefullyrequires the purposeful pursuit of meaning "beneath the words"listening for thecontribution in each other's speaking rather than assessing or judging what people aresaying. This deeper level of listening asks listener's to set their thoughts aside whilethey attempt to understand the message from the speaker's point of view (see Chap-ter 6).

Practice:Obtain silence: Stop talking to yourself and others.Show your interest in what the speaker has to say.Try to understand the speaker's point of view.Clarify your understanding of the message.Question your interpretations.

What are two other techniques you could use to support this norm in your group?

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051

TOOLS FOR LEARNING

COMMUNICATION NORMS CONTINUED


Share relevant information

Sharing relevant information means speaking up if you have ideas and information thatwill contribute to the group discussion, including facts that do not support your idea orperspective. For example, a staff member may want to attend a professional develop-ment conference on the day her team has planned a field trip. If she shares thisdilemma, the team may encourage her not to go to the conference. Sharing all rele-vant information means telling the team about the conflict, even though the informa-tion may reduce her chance of being able to go to the conference (see Chapter 6).

Practice:Elicit multiple perspectives in the group.Share your feelings about the topic.Present your information so the message is highlighted, not your feelings about

it. For example, if a sentence starts with "This is a stupid idea, but. . .," team mem-ber may find themselves contemplating whether they agree or disagree with thatstatement rather than listening to the information.


99 106




Develop shared meaning

"Shared meaning is really the cement that holds society together" (Bohm, 1990, p.17). Shared meaning or understanding means that everyone in the group shares thesame meaning for words or ideas being discussed by the group. Establishing agree-ment on the meaning of words is an ongoing process in collaborative learning groups.We often assume that words or ideas expressed over and over in our work or environ-ment hold the same meaning to everyone in the group. For example, one group mem-ber might say that he is interested in creating quality instructional programs. Thespeaker's image of what those programs will look like may not be the same as theimage other group members hold. Slowing down the conversation so people havetime to explore meanings is necessary for the group to develop a shared understand-ing of the message (see Chapter 6).

Practice:Ask for clarification of an idea or word.Ask other members to paraphrase the idea that was just expressed.Stop the conversation and define the word or idea under question.


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TOOLS FOR LEARNING



Make assumptions explicit

Every problem is based on a set of assumptions. Assumptions are the ideas that aretreated like "the truth': but in reality are merely ideas, created by people at some pointin time.. For example, different teachers may have different sets of assumptions thatguide their response to a student's behavior in school. When the assumptions underly-ing a problem or an idea are identified and clearly stated, discrepancies in thinkingamong team members can be more easily identified (see Chapter 6).

Practice:Ask the speaker to explain how he or she arrived at a particular idea.Tell others why you are doing or suggesting something.Explain how you came to a certain point of view.Describe the theory that you are basing your idea on.


1011 08




Decide by consensus

Here is a definition of making decisions by consensus:

Everyone in the group freely agrees with the decision and will support it. Ifeven one person cannot agree with a proposed decision, the group does nothave a consensus. Consensus ensures that team members' choices will befree choices and that they will be internally committed to the choices(Schwarz, 1994, p. 84).

When a group uses. the consensus process, the group more fully owns the final deci-sion, thereby fostering a more accepting atmosphere for the change. Testing for con-sensus is important to be sure that a decision is unanimous and to be sure that anindividual's silence is not automatically interpreted as agreement (see Chapter 6).

Practice:Ask group members individually if they support the decision.Take a group vote using thumbs up or thumbs down.


Source: Russo and Gib lin (1996); Schwarz (1994).

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SEE CHAPTER 6

TOOLS FOR LEARNING

TOOL Left-Hand Column

PURPOSE

To increase awareness of unspoken assumptions and thoughts during a group discus-sion and to develop a forum for discussing those assumptions and thoughts with thegroup

BASICS

NUMBER OF PARTICIPANTS: Two or more; preferably a small groupTIME NEEDED: 10-15 minutes to debriefROOM ARRANGEMENT: Comfortable space to writeMATERIALS: A piece of paper divided into two columns for each participant; writingimplements

PROCESS

1. Before a team meeting or a small-group discussion, the facilitator gives each par-ticipant a "Left-Hand Column" sheet and the following instructions.Instructions: The "Left-Hand Column" activity provides individuals with documen-tation of the topics under discussion (these are listed in the right-hand column), aswell as their reactions to the topic being discussed (these are listed in left-handcolumn).

2. Say to participants:

"This sheet is for recording information you are hearing and what you thinkor feel about the information.

In the right-hand column, write the important information that youheard during the group discussion. This column is for factual informa-tionthe ideas that everybody hears.

In the left-hand column, write your thoughts or reactions to what peo-ple are saying or what is happening during the group discussion. Write whatyou are thinking and feeling. This column documents your personal thoughtsabout what is being said. It can include ideas or feelings that have not been

103110


CONTINUED

TOOL Left-Hand Column SEE CHAPTER 6

said aloud to the group. This paper is yours to use as a reference in ourgroup discussion. You can choose whether or not to share your thoughts."

Left-Hand ColumnThoughts, Concerns, Opinions

Right-Hand ColumnInformation Being Discussed

3. At an appropriate point during the group discussion, the facilitator asks partici-pants to review their "Left-Hand Column" sheet to see what unspoken factors areinfluencing their participation in the discussion. Factors may range from considera-tions about the subject being discussed (agree, disagree) to interpersonal tension(lack of trust, feelings of inadequacy) to physical needs (hungry, cold). All are legiti-mate issues for group consideration and often point to roadblocks for successfulgroup functioning. The facilitator may pose one or more of the followingquestions:

What were you thinking that you did not say?What were you feeling that you did not say?How are your thoughts influencing your participation in the group discussion?What is an appropriate way to share your thoughts?

4. The facilitator opens a group discussion about issues surfacing in the left-hand col-umn and about the ways this information can be used to improve understandingof group functioning.

111104

TOOLS FOR LEARNING

CONTINUED

TOOL Left-Hand Column SEE CHAPTER 6

FACILITATOR'S NOTES

An important point to remember is that no opinion is "right" or "true." Reality, likebeauty, is in the eye of the beholder. Within a group, a variety of views alwaysexists. Sometimes members of a group behave as if one opinion or view is rightand another is wrong. The original data Or the information in the right-hand columnis the most objective information available. The left-hand coluMn illuminates theindividual interpretations of the objective data Those interpretations are what isbeing discussed in the "Left-Hand Column" exercise. The faCilitator Will want tokeep tying what was said with how it was interpreted.

mir Groups may adapt the "Left-Hand Column" exercise for specific topics to makeunderlying assumptions more explicit and apparent to the group (see the followingexample).

Left-Hand ColumnWhy is that quality an early childhoodpractice?

Right-Hand ColumnA quality early childhood practice

E- On a more interpersonal level, groups may use the exercise to help the listenersdistinguish between the speaker's comments and their perceptions of thespeaker.

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CONTINUED

TOOL Lett-Hand Column SEE CHAPTER 6

My Thoughts Speaker's Comments

os- Here are questions the facilitator may pose for reflection:

What was the speaker's intention?Did the speaker achieve his/her intention?What assumptions am I making about the speaker? Why?Did these left-hand column thoughts interfere with communication?

(or Facilitators should be prepared to share a thought from their left-hand column toget the group started.

Source: Senge (1994).

106

113

TOOLS FOR LEARNING

TOOL The Pyramid SEE CHAPTER 6

PURPOSE

To find common ground and reach consensus among members in 'a group

BASICS

NUMBER OF PARTICIPANTS: Between 8 and 32 peopleTIME NEEDED: 20-40 minutes, depending on group sizeRoom ARRANGEMENT: Movable chairs in an open room (no tables)MATERIALS: Chart paper and markers

PROCESS

This exercise helps group members converge their ideas around a topic, such as val-ues of the community, staff development goals, or beliefs about how young childrenlearn.

1. Participants write down their thoughts or opinions on the topic under discussion.

2. Participants then work in pairs comparing their ideas about the topic. The partici-pants write down the ideas that they have in common or agree on.

3. Two sets of partners combine to make asfoursome and repeat the process.

4. Two groups of four combine to make a group of eight and repeat the process.

5. Two groups of 8 combine to make a group of 16 and repeat the process. Groupscontinue to combine until the whole group is working together to identify com-mon ideas.

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CONTINUED

TOOL The Pyramid SEE CHAPTER 6

What are our beliefs about how young children learn ...Individually ...

With a partner . ..

Two sets of partners . .

,.

Two groups of four .. .

Two groups of eight .. .

FACILITATOR'S NOTE

ir This activity can be used in smaller team meetings with as few as four people andis a useful tool for developing shared meaning.

115'I. 4 08

TOOLS FOR LEARNING

TOOL Ground Rules SEE CHAPTER 6

PURPOSE

To examine and establish ground rules for team functioning

BASICS

NUMBER OF PARTICIPANTS: A team or small group (4-8 people)TIME NEEDED: 20-40 minutesROOM ARRANGEMENT: Chairs arranged so that participants face one anotherMATERIALS: Chart paper and markers

PROCESS

1. The facilitator introduces the idea of group rules, using a family as an example:

"We have all been part of a family. In any family there are certain rules orexpectations for what we could or could not do and how we would behave.What were some of the rules or expectations in your family?" (Wait forresponse.)

"Most of what we have suggested are rules that helped us work success-fully as a family. Just like families, groups or teams in schools have rules orexpectations to help the team function smoothly. What are some of thebehaviors, both positive and negative, that you have experienced as a teammember?" (The facilitator writes thoughts on a "Group Behaviors" chart.)

EXAMPLE

Positive Group Behaviors Negative Group Behaviors

Come prepared to the meetingBe on timeAccept and make no calls during the

meeting

Engage in side conversationsBe chronically late to the meetingInterrupt the meeting

10911.6


CONTINUED

TOOL Ground Rules SEE CHAPTER 6

2. The facilitator initiates a group discussion about the messages that the behaviorsin each column send to team members.

3. The facilitator leads the group in a discussion about the value in having agreed-onground rules. After reviewing the sample of possible ground rules, each team orgroup brainstorms "draft" rules for itself and writes them on a chart. Each teammember then gets five dots to put beside the five most important rules. The top-ranked four to six rules become the initial set of ground rules.

Sample Ground Rules

Start and end on time.

Participate in no side conversations.

Minimize interruptions.

Offer everyone an equal voice.

Honor promises and commitments.

Avoid dominating the conversation.

Listen to understand others.

Encourage everyone to participate in group work.

Work from a group-developed agenda.

Rotate team leadership tasks, such as agenda development, meeting facilitation,and recording.

4. After the group identifies four to six top choices, the facilitator seeks consensus toaccept these ground rules as expectations for the group. The facilitator is lookingfor 100 percent agreement. If a group member is unable to commit to a particularrule, the group needs to decide if the rule should be eliminated or if an exceptioncan be made on the basis of the member's situation.

TOOLS FOR LEARNING

CONTINUED

TOOL . Ground Rules SEE CHAPTER 6

FACILITATOR'S NOTES

ow- Successful teams have clear, well-defined rules by which they operate. Chapter 6provides a rationale for developing and using team ground rules: "When teamsclearly articulate their ground rules and give responsibility to the group membersto enforce them, team members find they function with less stress and greaterproductivity."

wir Teams often dislike setting rules. They feel it is unnecessary to establish groundrules. To help set the scene for this exercise, ask team members to relate per-sonal stories in which a lack of clarity about expectations led to bad feelings, or inwhich the lack of ground rules led to the demise of a team.

0- After the group has identified its ground rules, the facilitator might ask, "Whichground rule, if we could follow it 100 percent, would most improve our teaming?"Teams identify one or two rules and brainstorm strategies to put those rules inplace. The facilitator reinforces the implementation of ground rules by schedulingtime for feedback at the end of each team meeting.

mr- Establishing rules is only a beginning. Teams should consider the usefulness andeffectiveness of their ground rules after each team meeting and revise them asnecessary.

111118


TOOL 1 0 Communication Patterns SEE CHAPTER 6

PURPOSE

To increase awareness of group communication patterns and their effect on groupfunctioning

BASICS

NUMBER OF PARTICIPANTS: Maximum 8-10 peopleTIME NEEDED: 45 minutes

ROOM ARRANGEMENT: Small discussion groups

MATERIALS: "Patterns of Communication Observer Frequency" Chart

PROCESS

1. A person from each group is chosen to observe the group discussion. The job ofthe observer is to record the communication patterns within the group and sharethe recorded data with the group.

2. Before the discussion, the observer creates a diagram of the group's seatingarrangement, including the names of each person. Once the discussion begins,the observer makes a tally mark each time a person speaks; and draws an arrowto indicate to whom the person is speaking. When a person is speaking to thewhole group, the arrow is drawn to the middle of the diagram. If group membersinterrupt the flow of the conversation with a negative or off-topic comment, theobserver places a minus sign () by the person's name. If people offer a supportivestatement to other group members, the observer puts a plus sign (+) by theirname. Observations are done in 5-minute intervals, with a 5-minute rest betweenobservations. A 30-minute meeting would yield two observations.

112 119

TOOLS FOR LEARNING

CONTINUED

TOOL 10 Communication Patterns SEE CHAPTER 6

5 First 5 minutes Get diagram ready. Draw circles and labelthem with participants' names.

10 Second 5 minutes Observe.

15 Third 5 minutes Make a second observation chart.

20 Fourth 5 minutes Observe.

26-30 Last 10 minutes Transfer data to chart paper to share withgroup.

3. After about 30 minutes (or a predetermined amount of time), the observer pres-ents the data to the group, and then the facilitator, ,leads a 10- to 15-minute discus-sion about the data. Potential discussion questions include the following:

Was this a typical meeting?

What was the flow of communication within the groupwho was speaking towhom?

What effect did this flow have on the group?

What changes would you suggest and why?

(See Instructions for sample "Diagram of Communication Patterns" form, p. 115.)

FACILITATOR'S NOTES

ow This tool uses a process observer who may also be the discussion facilitator.Groups may decide to rotate the process observer role among group members.The process observer records the communication exchanges and then shares theinformation on the "Patterns of Communication" diagram with the group. Thefacilitator leads the debriefing discussion.

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CONTINUED

TOOL 10 Communication Patterns SEE CHAPTER 6

Difficult topics may emerge, and the facilitator should be prepared to addressissues like these:

One person speaks all the time.One person never speaks.Conversation is directed to one person ,rather than to all members.No one encourages the quieter members to speak.

121114

REALIGNING FOR CHANGE

Diagram of Communication Patterns

Observer: Sheryl Date. 5/1/99

Event: Team Meeting Time 8:00 a.m.

+Tom

Samantha

Donna

Sue

+ --

Myra

Malcolm 1 1 1

Tonya

Hiam

Instructions: Create a diagram of the group's seating arrangement, including the names of each person.Once the discussion begins, make a tally mark each time a person speaks. Draw an arrow to indicate towhom the person is speaking. When a person is speaking to the whole group, draw an arrow to themiddle of the diagram. If group members interrupt the flow of the conversation with a negative oroff-topic comment, put a minus sign () by the person's name. If people offer a supportive statementto other group members, put a plus sign ( +) by their name.

Sources: Bailey (1995); Johnson and Johnson (1994).

115 122

Epilogue

My experience with Project REALIGN has taught me that two componentsare present in most successful change initiativesa strong proactive school leaderand a school staff who are committed to learning together and ultimately crafting

the initiative to fit the needs of their school community.-TEACHER AND PROJECT REALIGN FACILITATOR

aving read this book, you may wonderhow the REALIGN participants feltabout being involved in school-based

collaborative learning community. What kindof changes and growth did they report? Whathelped and hindered the development of theirlearning communities?

During the REALIGN project period, wepiloted the collaborative learning process withapproximately 150 participants, includingteachers, paraprofessionals, parents, adminis-trators, and specialists, in five public elemen-tary schools. Our research questions examinedthe effect of collaborative learning on the indi-viduals, on the school community, and oninstructional practices. We gathered data fromwritten evaluations, interviews, and focusgroups after the first year and, when possible,the second year of intervention at each school.

Individual Change

In looking at individual change, participantsreported an increase in professional knowledgeand personal confidence, as well as a renewedcommitment to lifelong learning. One teacher

116

struck a poetic note when reflecting on herpersonal growth: "Working in a group willalways enlarge your thinking, enrich yourbeing, and excite your mind."

We found that individual growth is rein-forced when everyone participates on an equalfooting in the learning process. For many par-ents and paraprofessionals, this project was anovel opportunity to communicate as equalswith teachers, therapists, and administrators.An instructional assistant commented: "Thisexperience taught me that I could be more of aleader in my own way and that my opinionmattersit's important, and it counts!"

Change in the School Community

When looking for changes in the school com-munity, participants reported an enhancedability to work collaboratively and an increasedcapacity for collective thinking. A new appre-ciation of roles and responsibilities emerged asgeneral educators, special educators, and otherschool specialists took time to better under-stand one another. One teacher commented onthe power of this new connectedness:

123

EPILOGUE

Much can be accomplished if youapproach it with a team attitude, likewe didwe're all in this together, andwe all want it to happen. If there is awill, there is a way.

Many participants felt that because theyhad improved their communication skills, theirgroup was more productive and harmonious.One participant stated: "The most importantthing to me was learning to listen, to reallyhear what others were saying, and ask for clari-fication if needed, not just assuming what Iheard was correct."

The collaborative learning process encour-aged teams to combine their thoughts to createsomething bigger than a collection of individ-ual'ideas. The value of collective thinking isreflected in this participant's comment:

Supportive teammates shared won-derful ideas, volunteered to do differentjobs, assumed different roles, andshared in the decision-making process.The ideas generated by creative mindsinspired creativity in others.

Instructional Practices

In the area of instructional practices, teachersreported that their involvement on collabora-tive learning teams resulted in (1) new toolsand strategies for meeting the diverse needsand abilities of their students, (2) enhancedfamily involvement programs, and(3) increased opportunities for children withand without disabilities to learn together.

Participants often noted a positive correla-tion between an increased capacity to differen-tiate instruction and expanded opportunitiesfor the inclusion of children with disabilities inthe general education program.

Other Findings

The experience of collaborative learning variedgreatly for each individual and each school. Aspart of the evaluation, we asked participants toidentify factors that enhanced or inhibited thebuilding of a collaborative learning culture intheir school. Data analysis revealed severalreoccurring themes, including time, schoolwidefocus, good leadership, and sharing results.

Time

Participants often described time as adouble-edged sword. Some said it was difficultto find time, yet they wanted more time to dis-cuss what they were learning. The initial timein planning the learning agenda was oftenreported as frustrating; with hindsight, how-ever, people frequently changed their opinion.The benefit of collaboration, according to oneteacher, is "having the time to worktogethera group of people with ownership ofa project; the journey of four individuals com-ing together and finding something to work onas a team and becoming one."

Schoolwide Focus

The evaluation findings highlighted theimportance of a schoolwide focus, such as ashared vision, mission, or direction for schoolimprovement. In schools where a strong com-mitment to a vision was absent, staff had moredifficulty in selecting relevant topics for study.Successful schoolwide change required the par-ticipation of the entire school staff. Making adifference at the school level was difficultwhen only part of the staff participated,although many staff members felt it was impor-tant to make participation voluntary.

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Leadership Style

Participants reported that leadership styleand the marshaling of resources to supportlearning efforts significantly affected the suc-cess of this school-based staff developmentmodel. The most positive responses came fromschools where administrators took active roleson collaborative learning teams. These admin-istrators continually furthered collaborativelearning through verbal support and by freeingup time for team meetings. Participants notedthat providing resources and aligning the infra-structure to support on-the-job learning wereimportant aspects of the leader's role.

Sharing Results

Finally, the opportunity for the collabora-tive learning teams to share their findings withtheir colleagues helped solidify knowledge andspread the newly developed expertise through-out the school. One teacher commented:

When we presented our informa-tion to the whole group, it not onlyopened it up to us, but we got to showother people what we learned. Thenthey tried it, and so it crossed over. Ithink it was really helpful.

Challenges Ahead

A principal in a recent leadership meetingshared this poignant remark: "You are organ-ized to get the results you get." In education

118

today, we don't seem to be getting the resultswe want, yet we are holding tight to the organ-izational mindset of the industrial age. It istime to break old bonds, take new journeys,and travel new paths. In the Foreword of thisbook, Roland Barth, a noted Harvard educator,reminds us that "schools exist to promote thelearning of all their inhabitants." He feels thateducators should spend most of their timeengaged in activities that cause "profound lev-els" of learning in others. That means thatteachers should spend the majority of theirtime in activities that create peak learningexperiences for children; and leaders shouldspend the majority of their time in activitiesthat create peak learning experiences for every-one in their school or districtchildren,teachers, and parents.

The fight for learning in our schools shouldbe an easy battle. Yet, when we are talkingabout fighting for educators as learners, thebattle is neither easy nor simple. Manyquestions remain. Where are the time andresources for learning? What is the relationshipbetween collaborative learning communitiesand student success? How do you sustain themomentum of active, vibrant school-basedlearning communities? What we need is acontinued dialogue among educators to expandour knowledge base about this promisingprofessional development approach. The morevoices that contribute, the richer theconversation will become. We invite you tojoin in.

125

Glossary

Assumption: A theory or belief that provides arationale for action. For example, an assump-tion in early childhood education is thatyoung children learn by doing. Based on thisassumption, learning environments aredesigned so that children can be activelyengaged with materials and each other.

Capacity building: Developing the human andtechnological resources within an organizationto accomplish its vision and goals.

Charter: An initial documentation of the focus orwork of a team. For example, charters for col-laborative learning teams might include theteam's topic of study, the topic's relationshipto the vision of the school, the topic restatedin a question, a list of needed resources, andthe signature of the administrator.

Collaborative learning model: A school-based orteam-based professional development modelthat promotes collegial inquiry, experimenta-tion, and reflection in areas that are profes-sionally significant to participants andrelevant to the vision of the schoolcommunity.

Collaborative learning process: Interactive learn-ing experiences with two or more people thatfocus on a topic of interest to the group andcontribute to the attainment of the school'svision. The process is cyclical and includesfive stages: define, explore, experiment,reflect, and share.

Collaborative learning team: Members of a schoolcommunity who voluntarily organize them-selves into a small group on the basis of theirprofessional interest in the group's topic ofstudy.

Common ground: An idea that resonates among allmembers of a group; the merging of groupopinion around a thought or idea. Commonground is a place of agreement that is reachedwithout forcing or compromising.

Communication norms: Shared expectations abouthow group members will communicate witheach other. Examples of communicationnorms are listening carefully, sharing relevantinformation, and developing sharedunderstanding.

Community: A collection of individuals who areorganized around relationships and ideas andwho choose to come together on the basis ofshared purposes, values, ideals, and aspirations.

Consensus: A decision made by a group of indi-viduals where all members perceive they haveequal opportunity to influence the decision,and everyone agrees to support the decision.

Core ideology: The enduring character or essenceof an organization; the articulation of the pur-pose and values of an organization.

Core purpose: The focus of the organization; itsreason for being or existing.

Core value: A central belief deeply understood andshared by every member of the organization.Core values drive the decisions and guide theactions of everyone in the organization.

Current reality: The internal and external forcesthat affect the functioning of an organization.In a school, these forces might include thechild population, staff expertise, organiza-tional structure, resources, current initiatives,and school culture.

Facilitator: A person who supports the movementof a collaborative learning team toward

119

126


mutually agreed-on goals and encourages thefull participation and valuing of all teammembers.

Game plan: A blueprint or overview of a group'saction plan that is developed prior to begin-ning action and can be adjusted at any pointduring the action.

Ground rules: Specific, concrete rules and proce-dures that guide group functioning. Groundrules provide guidelines for team meeting pro-cedures and a code of conduct for teammembers.

Group functioning: Ability of the group to performwork, which includes (1) achieving its goal,(2) maintaining good working relationships,and (3) adapting to current circumstances inways that help the group achieve its goals.

Identity: The unique character of an organizationthat evolves from multiple aspects of theorganization, including its history, values, pur-pose, current reality, and vision.

Infrastructure: The means or systems throughwhich an organization makes resources avail-able, such as time, money, reward systenis,information, management support, and accessto colleagues. Alignment should exist betweenan organization's infrastructure and its pur-pose, values, and vision.

Interdependence: The perception that one islinked with others in such a way that the suc-cess of one depends on the success of othersand that the work of each person benefits thewhole.

Learning community: Individuals who choose toengage in collaborative learning on the basisof a shared curiosity and a desire to expandtheir skills and knowledge individually andcollectively.

120

Multiple perspective taking: The ability to see asituation from the point of view of others; theability to experience the emotional and cogni-tive reaction of others in a given situation.

Purpose: An organization's reason for being or rea-son for existing. It is not a goal or a strategybut rather the focus of an organization.

Practice: A strategy or technique that is used toaccomplish a specific goal. For example, anec-dotal record keeping is an assessment practice,or guided reading is a reading practice.

Process: A method or procedure for doing some-thing; a course of action that often has multi-ple steps or stages.

Self-organized groups: Groups formed on the basisof shared goals or interests among group mem-bers. In self-organized groups, members self-select to be part of a group.

Shared understanding: Two or more individualsreaching a common interpretation of an idea,task, or problem.

Shared vision: A clear, compelling goal that con-veys something concrete, visible, and chal-lenging but "doable." It requires thinkingbeyond the current capabilities of theorganization.

Specific measurable results: A description of a spe-cific outcome associated with the schoolvision that can be observed and measured.

Topic of study: A body of knowledge, skills, strate-gies, or models that is both (1) meaningful toa group of educators and (2) relevant to thegoals and vision of the school.

Tool: An activity that has a specific purpose, a setprocess, and an anticipated outcome.

127

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130123

acceptance, 62acquaintance, 31-32Action Plan Grid, 55 (fig)

actions, 51-53bias, 12coordination, 53

active learning, 10-11activities. See also tools

Action Plan Grid, 55 (fig)Appreciative Partner Statements, 65Awards Banquet, 40Context Mapping, 38,39 (fig)Creating a Team Sculpture, 63Current Snapshot, 38,41 (fig)Designer Name Tags, 32Exploration Grid, 50,52 (fig)Game Plan, 51 (fig)Histomap, 33-34,35 (fig)Individual Reflection, 54The Job Game, 32Let's String Along, 63Magazine Cover Story, 40-41Making a Difference, 40Moments of'Magic, 33 (fig)My Treasure Box, 62Observations and Interpretations, 55Polaroid Pictures, 323-2-1 Reflection, 54Say Something About It, 64-65Self-disclosure, 62-63Similarities and Differences, 62-63True Confessions in Four Corners, 32Vision Commercial, 40What, What, What, 54-55

*An index entry followed by "(fig)" indicates anillustration on that page.

Index

What's in It for Me? 32What's on My Mind? 65Your Calling, 32-33

adaptive learning, 9-10adult learning, 8-12Affinity, 85-86agenda notes, 73 (fig)always confused, 95Antrim, Minna, 61 (quoted)Appreciative Partner Statements, 65assumptions

adult learning, 9-12community, 13-17current, 49-50explicit, 67-68leadership, 19-20learning, 9-12new ideas, 50questions for examining, 61strategies, 68

attention-deficit disorder (ADD), 45,47-52 (fig)Awards Banquet, 40

Barth, Roland, v, 118behaviorists, 60-61beliefs, questions for examining, 61Block, Peter, 22Bohm, D., 66 (quoted), 100 (quoted)Bolin, E S., 11 (quoted)Browne, John, 57

capacity building, 24-25case study, 26challenges ahead, 118change

efforts, 20individual, 116need for, 3-4

t24 131

roller coaster of, 41-42 (fig)school community, 116-117

charter, 50 (fig)children with disabilities, 54 (fig), 117. See also peer

interactioncollaboration, 15collaborative learning, 4-5,59

communication norms that support, 63-69group practices that support, 69-74

collaborative learning process, 44,46 (fig)-47.See also learning processdefining, 47-49experimenting, 51-53exploring, 49-51reflecting, 53-56sharing, 56-58stages, 47-58time line, 47 (fig)

collaborative learning teams, 44case study, 45challenges to, 118influence on instructional practice, 117and leadership style, 118and results, 118schoolwide focus, 117time requirements, 117

collaborative work discussion, questions, 57,58collective mind, 25Collins, J., 41 (quoted)communication norms, 63-69Communication Norms for Collaborative Groups,

92-102Decide by Consensus, 68-69,102Develop Shared Meaning, 66-67,100fact sheets, 98-102Listen Carefully, 64-65,98Make Assumptions Explicit, 67-68,101role cards, 95-97Share Relevant Information, 66,99

Communication Patterns, 112-115 (fig)community, 13-17

concept, 31compromiser, 72 (fig)

consensus, 67decision by, 68-69strategies to test for, 69

constructivists, 61Context Mapping, 38,39 (fig)contributors, 124-125cooperative intention, 62core purpose, 36,39

r. ,

INDEX

core values, 36-37Covey, Stephen, 26-27,59 (quoted)Creating a Team Sculpture, 63creative solutions, 61-63Crossroads Elementary School, case study, 28Current Snapshot, 38,41 (fig)

D'Aura, J., 36 (quoted)Darling-Hammond, L., 10,44,46 (quoted)Decided by Consensus, 102defining, collaborative learning process, 47-49DePree, Max, 20,24 (quoted)Designer Name Tags, 32designing an experiment, questions, 56Develop Shared Meaning, 100Dewey, John, 9didactic talking, 63-64diversity, 14-15,34documenting results, questions, 56

editors, 124effective teaching, 16Eliot, T. S., 18 (quoted)encourager, 72 (fig)expectations, shared, 63experimental learning, 11-12. See also collaborative

learning processExploration Grid, 50,52 (fig)exploring, collaborative learning process, 49-51

facilitator, 71 (fig)family involvement, 117The Fifth Discipline Fieldbook, 61,64 (quoted), 65Force Field Analysis, 38,79-81Fullan, Michael, 13,16 (quoted)

game plan, 49Game Plan, 51 (fig)Gandhi, 20,22

Lessons from the Life of Gandhi, 19,22Gardner, John, 5-6 (quoted)gatekeeper, 70,72 (fig)generative learning, 9-10ground rules

brainstorming, sample, 70 (fig)establishing, 69-70meetings, sample, 70 (fig)

Ground Rules, 109-111group practices

Document Information, 71Establish Ground Rules, 69-70

14320


Explore Trust and Task Roles, 70Reflect on Group Processes, 71-72

group processreflection, 71-72questions, 56,57

Handy, C., 10Harvey, E., 22Hayward Elementary School, case study

Action Plan Grid, 55 (fig)collaborative learning, 45KWL Chart, 54 (fig)Shared Meaning Chart, 49 (fig)shared meaning, 48

Heider, John, 19-20 (quoted), 22-23 (quoted)Histomapping, 33-34,35 (fig)history, 33-34

ideology, core, 34,36-37inclusion, 117individual

change, 116reflection, questions, 57

informationdocumenting, 71dissemination, 71sharing, 66

information-fueled learning, 12inquiry into underlying assumptions, learning

process and, 9-10inservice approach, 7-8instructional practices, 117interdependence, 15,59-63

The Job Game, 32judgment, 62

Kellner-Rogers, Myron, 14 (quoted), 15 (quoted),27,57-58 (quoted)

Killion, J. P., 53 (quoted)Kim, Daniel, 9know-it-all, 97Kofman, F., 14 (quoted), 16 (quoted)Krishnamurti, Jiddu, 64 (quoted)KWL Chart, 50,54 (fig)

Lakeside Elementary School, case study, 25leader

capacity-building and, 24hero, as, 26relationship-building and, 26

t26

leadership, 18,19assumptions, 19-20service-based, 22-23style, 118values, 20,22vision, 20,21

Leadership and the New Sciences, 14Leadership for the Schoolhouse, 8Leading Without Power, 20learning, 60-61

learner-driven, 11reframed, vii

learning communities, 15-16learning disabilities (LD), 21learning process. See also collaborative learning

processactive, 10-11adaptive, 9-10experimental, 11-12generative, 9-10information-fueled, 12learner-driven, around meaningful issues, 11

Left-Hand Column, 103-106Lessons from the Life of Gandhi, 19,22Let's String Along, 63Life at the Edge of Chaos, 3limited English proficiency (LEP), in children, 21,

23Listen Carefully, 98listening, 64,65Lucia, A., 22

Magazine Cover Story, 40-41Make Assumptions Explicit, 101Making a Difference, 40Making Learning Communities Work, 27-28Maslow, Abraham, 26mechanistic imagery, 3mild mental retardation (MR), 45Moments of Magic, 33 (fig)motivation to learn, 11My Treasure Box, 62

Nair, Keshavan, 19 (quoted), 22 (quoted)National Commission of Teaching and America's

Future, 19National Foundation for Improvement in Educa-

tion (NFIE), 8new ideas, 50

questions for exploring, 53ways to look for, 50

133

A New Vision for Staff Development, 27

Oakwood Elementary School, case study, 26Observations and Interpretations, 55obstacles to learning, 12off topic, 97144 Ways to Walk the Talk, 22on-the-job learning, 11Open Space, 87-90openness, 62others, understanding, 61-63

Peck, S. M., 13 (quoted)peer interaction, 52-55 (fig), 57perspectives, sharing, 32-33philosophy, shared, 13-14Polaroid Pictures, 32Porras, J., 41 (quoted)poster session, 57potential, unpredictable, 15-16practices

current, 49-50group, 69-72instructional, 117questions about, 50

principal as leader, 21,22,23,25,26,27,28,45Principle-Centered Leadership, 26-27Probable and Preferred Future, 82-84process, 29professional development in schools, 4-5professional growth, areas for, 44professional learning communities, 5 (fig)Project REALIGN, viiiprotector, 96purpose, 14

core, 36how to articulate, 36

The Pyramid, 107-108

questionsbeliefs and assumptions, 61collaborative learning, reflecting on, 58collaborative work, discussion, 58current practices, 50designing an experiment, 56documenting results, 56group reflection, 57,72Histomap, 34individual reflection, 57new ideas, 53professional growth areas, 44

INDEX

refining questions, 51refining team question, 56self-understanding, 59,62sharing insights, 56team question, 54 (fig)topic formulation, 48vision, 39

REALIGN, viii, 116reality, assessing, 38really talking, 63-64recorder, 71,71 (fig)references, 121-123reflection

collaborative learning process, 53-56collaborative learning process, questions, 58group, 55-56group questions, 56,57,72individual, 54-55individual questions, 573-2-1 Reflection, 54reflector, 72 (fig)

relationship building, 26-27case study, 28

resources, 12results

observation and documentation, 53sharing, 118

Roberts, Charlotte, 61roller coaster of change, 41-42 (fig)

Sagor, R., 56 (quoted)Sanford Elementary School, values case study, 23Saphier, J., 36 (quoted)Sarason, S., 43 (quoted)Say Something About It, 64-65schools

as communities, 4-5community change, 116-117improvement plan, 43schoolwide focus, 117

Schwahn, Charles, 23-24 (quoted), 68 (quoted),69 (quoted), 102 (quoted)

Self-disclosure, 62-63Self-Renewal, 5-6self - understanding; 60-61

questions for, 59Senge, Peter, 9,14 (quoted), 16 (quoted), 20

(quoted), 98 (quoted)Sergiovanni, Thomas, 8 (quoted), 11,16 (quoted),

23

127 1 3 4


service, 22-23case study, 25

Share Relevant Information, 99shared meaning

developing, 66-67promoting, 48strategies, 67

Shared Meaning Chart, 48,49 (fig)shared philosophy, 13-14shared vision, 39-41sharing, 56-58,62

insights, questions, 56results, 118

Similarities and Differences, 62-63A Simpler Way, 57-58Spady, William, 23-24 (quoted)special education, 21staff development plan, 43-44

professional growth areas, 44strategic plan, 43

strategiesassumptions, making explicit, 68consensus testing, 69listening carefully, 65promoting shared meaning, 48shared meaning, developing, 67

summarizer, 70,71 (fig)support, 62synergy, 15,58

The Tao of Leadership, 19-20,22-23task roles, 70,71 (fig)Teachers Take Charge of Their Learning, 8,11

(quoted)team functioning scale, 73 (fig)team question, refining, 56Think, Pair, Share, 91time, 117time line, collaborative learning process, 47 (fig)timekeeper, 71 (fig)Todnem, G. R., 53 (quoted)tools for learning, 75,77,79-114. See also activities

Affinity, 85-86Communication Norms for Collaborative Groups,

92-102Communication Patterns, 112-115 (fig)Force Field Analysis, 38,79-81Ground Rules, 109-111

Left-Hand Column, 103-106Open Space, 87-90Probable and Preferred Future, 82-84The Pyramid, 107-108Think, Pair, Share, 91

topics. See also questionscharter, 50 (fig)defining, 47-48sharing, 49

Total Leaders, 23-24traditional training, 7-8Tragore, Rabindranath, 3 (quoted)training food chain, 7-8tree image (Current Snapshot), 38,41True Confessions in Four Corners, 32trust, 59,62"trust" roles, 70,72 (fig)trusting environments, 62

Uhl, S. C., 16 (quoted)

values, 14,20,22case study, 23core, 36-37

van der Bogert, Rebecca, 27-28 (quoted)vision, 14,20,117

case study, 21,45creating, 39-42

Vision Commercial, 40Votjek, Rosie O'Brian, 27 (quoted)

144 Ways to Walk the Talk, 22weaver analogy, 18Westlake Elementary School, vision case study, 21What Matters Most: Teaching for America's Future,

19 (quoted)What, What, What, 54-55What's in It for Me? 32What's on My Mind? 65Wheatley, Margaret, 12 (quoted), 14 (quoted),

15 (quoted), 27,57-58 (quoted)wheel of learning, 10-11 (fig)withholder (silent but knowing), 95worldview, 60

"yes" person, 96Youngblood, M. D., 3 (quoted)Your Calling, 32-33

128 135

About the Editors and Contributors

Editors

Penelope J. Wald has taught and consulted inthe field of education for three decades. Herteaching experience ranges from elementarygeneral and special education to the graduateschool level. From 1988 to 1999 Wald has beena member of the research staff at The GeorgeWashington University Graduate School ofEducation and Human Development and servedas Project Director for three federally fundedmodel projects focused on quality inclusiveeducation. She is a coauthor, with Marie Abra-ham and Lori Morris, of Inclusive Early Child-hood Education (Communication Skill Builders,1993). She has consulted with the U.S.Agency for International Development's EgyptTraining Project and the U.S. Department ofEducation, as well as local, state, and nationalprograms on issues of early childhood inclusionand building professional learning communi-ties. She can be reached at 402 N. View Ter-race, Alexandria, VA 22301. Telephone:703-549-9690. E-mail: [email protected]

Michael S. Castleberry, Professor of SpecialEducation at The George Washington Univer-sity, has taught at the undergraduate, master's,and doctoral levels and has been active insponsored activities related to teacher

preparation in early childhood special educa-tion. His teaching emphasis is in the area ofdevelopmental assessment and testing, behav-ior management, and professional staff devel-opment. During his 26 years at the university,he has consulted with the U.S. Department ofDefense, the Department of the Treasury, Pto-ject HOPE, and school systems throughout theWashington, D.C., area. His current interest isin the establishment of professional develop-ment schools with area school districts. He canbe reached at the Department of TeacherPreparation and Special Education, TheGeorge Washington University, 2134 G Street,N.W., Washington, DC 20052. Telephone:202-994-1510. E-mail: [email protected]

Contributors

Laura Bell, Early Childhood Educator, FairfaxCounty (Virginia) Public Schools, and Facilita-tor for Project REALIGN. Bell contributed toChapter 6, "Enhancing the Capacity to Learn."She can be reached at 11902 Triple CrownRd., Reston, VA 20191.

Holly Blum, Early Childhood Curriculum andInclusion Specialist, Fairfax County (Virginia)

129 I 36


Public Schools, and team member of ProjectREALIGN. Blum contributed to Chapter 3,"Leading Professional Learning Communities,"and Chapter 5, "Learning as a Community."She can be reached at 9463 Cloverdale Ct.,Burke, VA 22015.

Amy King, Early Childhood Special Educator,Fairfax County (Virginia) Public Schools, andFacilitator for Project REALIGN. King con-tributed to Chapter 4, "Identity of the Learn-ing Community," and was the coteacher (withRamona Wright) of a district staff developmentcourse entitled "Staff as Collaborative Learn-ers: Creating Quality Programs for Childrenwith Diverse Needs." She can be reached at306 Ralston Rd., Richmond, VA 23229.

Andrea Sobel, Training Specialist, ProjectREALIGN, The George Washington Univer-sity. Sobel contributed to Chapter 4, "Identityof the Learning Community," Chapter 6,."Enhancing Capacity to Learn," and Part III,"Tools for Learning." She can be reached at

13b

8328 The Midway, Annandale, VA 22003.

Maret Wahab, Early Childhood Special Educa-tor, Fairfax County (Virginia) Public Schools,and team member of Project REALIGN.Wahab contributed to Chapter 4, "Identity ofthe Learning Community." She can be reachedat 6629 Claymore Ct., McLean, VA 22101.

Karen Ikeda Wood, educational consultantand team Member of Project REALIGN. Woodcontributed to Chapter 6, "Enhancing theCapacity to Learn." She can be reached at11432 South 44th St., Phoenix, AZ 85044.

Ramona Wright, Early Childhood SpecialEducator, Fairfax County (Virginia) PublicSchools, and Facilitator, Project REALIGN.Wright contributed to Chapter 5, "Learning asa Community," and was coteacher (with AmyKing) of a staff development course, "Staff asCollaborative Learners." She can be reached at10906 Harpers Square Ct., Reston, VA20191-5011.

137

Related ASCD Resources: Building a Professional Learning Community.

Audiotapes

Building a Community of Researchers to Improve Prac-tice (live recording from the 1999 ASCDAnnual Conference)

Creating Learning Communities by Anne Bryant

Elements of Successful Staff Development: The Princi-pal's Role (live recording from the 1999 ASCDAnnual Conference

Urban Professional Development Initiative Retreat(live recordings of ASCD retreat for urbanschool leaders by Stephanie Hirsh and JoellenKillion)

Staff Development for Increasing Teacher Effectivenessand Student Achievement by' nn Wood

CD-ROM

Educational Leadership CD-ROM

Online Articles

"Professional Development: The Linchpin ofTeacher Quality," by Brian Sullivan (Infobrief)(URL: http://ascd.org/issues/profes-sional_development.html)

"Teacher, Improve Thyself: A Call for Self-Reliant,Reflective Practitioners," by Carol Bunting(Classroom Leadership Online) (URL:http://www.ascd.org/pubs/c1/1aug99.html)

"Teacher Learning That Supports Student Learn-ing," by Linda Darling-Hammond (EducationalLeadership) (URL:http://www.ascd.org/pubs/el/feb98/ext-darl.htm)

Online Course

Effective Leadership (PD Online Course) (URL:http://www.ascd.org/pdi/pd.html)

138

Print Products

Building Leadership Capacity in Schools by LindaLambert

Changing School Culture Through Staff Development(1990 ASCD Yearbook) edited by Bruce Joyce

The Hero's Journey: How Educators Can TransformSchools and Improve Learning by John L. Brownand Cerylle A. Moffett

How to Organize a School-Based Staff DevelopmentProgram by Fred Wood

A New Vision for Staff Development by DennisSparks and Stephanie Hirsh

Professional Learning Communities at Work: BestPractices for Enhancing Student Achievement byRichard DuFour and Robert Eaker

Strengthening the Teaching Profession, EducationalLeadership, Vol. 55, No. 5, February 1998

Videotapes

The Principal Series: Tape 2: Creating A CollaborativeLearning Community (45 minute videotapeplus Facilitator's Guide)

Schools As Communities: Teachers and Students Builda Successful School Community (30-minutevideotape plus Facilitator's Guide)

For additional resources, visit us on the World WideWeb (http://www.ascd.org), send an e-mail messageto [email protected], call the ASCD Service Cen-ter (1-800-933-ASCD or 703-578-9600, then press2), send a fax to 703-575-5400, or write to Informa-tion Services, ASCD, 1703 N. Beauregard St.,Alexandria, VA 22311-1714 USA.

About ASCD

Founded in 1943, the Association for Supervision and Curriculum Development is a nonpartisan, nonprofiteducation association, with international headquarters in Alexandria, Virginia. ASCD's mission statement:ASCD, a diverse, international community of educators, forging covenants in teaching and learning for the success of alllearners.

Membership in ASCD includes a subscription to the award-winning journal Educational Leadership; twonewsletters, Education Update and Curriculum Update; and other products and services. ASCD sponsors affiliateorganizations in many states and international locations; participates in collaborations and networks; holdsconferences, institutes, and training programs; produces publications in a variety of media; sponsors recognitionand awards programs; and provides research information on education issues.

ASCD provides many services to educatorsprekindergarten through grade 12as well as to others in theeducation community, including parents, school board members, administrators, and university professors andstudents. For further information, contact ASCD via telephone: 1-800-933-2723 or 703-578-9600; fax:703-575-5400; or e-mail: [email protected]. Or write to ASCD, Information Services, 1703 N. Beauregard St.,Alexandria, VA 22311-1714 USA. You can find ASCD on the World Wide Web at http://www.ascd.org.

ASCD's Executive Director is Gene R. Carter.

1999-2000A SCD Executive Council

President: Joanna Choi Kalbus, Lecturer in Education, University of California at Riverside, Redlands,California

President-Elect: LeRoy Hay, Assistant Superintendent for Instruction, Wallingford Public Schools, Wallingford,Connecticut

Immediate Past President: Thomas J. Budnik, School Improvement Coordinator, Heartland Area EducationAgency, Johnston, Iowa

Bettye Bobroff, Executive Director, New Mexico ASCD, Albuquerque, New MexicoMartha Bruckner, Chair and Associate Professor, Department of Educational Administration and Supervision,

University of Nebraska at Omaha, NebraskaJohn Cooper, Assistant Superintendent for Instruction, Canandaigua City School District, Canandaigua, New

York

Michael Dzwiniel, Teacher, Edmonton Public Schools, Alberta, CanadaSharon Lease, Deputy State Superintendent for Public Instruction, Oklahoma State Department of Education,

Oklahoma City, OklahomaLeon Levesque, Superintendent, Lewiston School District, Lewiston, MaineFrancine Mayfield, Director, Elementary School-Based Special Education Programs, Seigle Diagnostic Center,

Las Vegas, NevadaAndrew Tolbert, Assistant Superintendent, Pine Bluff School District, Pine Bluff, ArkansasRobert L. Watson, High School Principal, Spearfish 40-2, Spearfish, South DakotaSandra K. Wegner, Associate Dean, College of Education, Southwest Missouri State University, Springfield,

MissouriPeyton Williams Jr., Deputy State Superintendent, Georgia State Department of Education, Atlanta, GeorgiaDonald Young, Professor, Curriculum Research and Development Group, University of Hawaii, Honolulu,

Hawaii

139

Al aOV7

With a Foreword by Rola -ii2 kiitth,

How can schools develop a,shared vision that embraceste aspiratiOn blall'members'of the' -, ,:, 4 - ,school community? How-E'antnembers-cialearniri.d community; work 6)7d-ether to build the

. V Iknowledge and processes needed for student-success? This_bobk describes a professionaldevelop=,l' ,ment model that supports educators,and families in learning-and groWing together. It.offers atheoretical framework and practiCal guidance for renewing the capacity of schools to- produce, ,positive results for all children:" ...--,

..,

e!- Part I: CornerStones discusZs concepts,-assumptions, and leadership qualities of an-.effective school-based staff development model.- ::.::---. - . --

_Part IL aProcess presents lively-case-studies and activities that show how-to build profes-sronal.leai-ning communities: It describes strategies"to help teams engage in meaningful dialogue

.

arid discovery. .. -,, - ,

ir Part III: Tools for Learning is filled with practfcal, field-tested'staff development tools that. .

complement the process of building school-based professional teaming communities. -,'.

This book embraces principles of collegiality, inquiry, learning, and community. -it -is writtenby practitioners for practitioners inthe hope that collegial learning will be a-reriewing force, in-schoOls during these times of change. ,

-..

OA.

_.. Penelope J. Wald, an educational consultant from Alexandria, VirginiaT has-taught andconsulted in the field of education for three decadesfrom element'ary-geheral and special

''education to the graduate school level. Michael:S. Castleberry, Professor of Special Educationat The George.Washington UniVersity, Washington, D.C., has taught at both undergladuafe;-

. - ---.7.-..-and. raduate levels and-has been active in 'sponsored activities related to teacher,preparationT---, in early childhood special education.

, -

_

VISIT US ON THE-WORLD WfDENVEB-'http://www.ascd.org

AMP,'- AwmplimwAssociation for Supervision and Curriculum Development

Alexandria; Virginia USA

ISBN 0-87120-366-99 0 0 0 0

9 780871 203663

-BEST COPY AVAILABLE 140

U.S. Department of EducationOffice of Educational Research and Improvement (OERI)

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NOTICE

REPRODUCTION BASIS

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This document is covered by a signed "Reproduction Release(Blanket) form (on file within the ERIC system), encompassing allor classes of documents from its source organization and, therefore,does not require a "Specific Document" Release form.

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