A Sense of Community: Learning, Culture, and Leadership

Childhood Education, Spring 2004 by Maldonado, Nancy S, Winick, Mariann P

"Collaboration" has become a common catchword used to promote uniformity in schools. This thoughtful and useful video, "Getting Started-Collaboration," focuses on collaboration as a vehicle in the development of professional learning communities. The first steps toward creating a team effort take time; often, teachers feel pressure to engage in collaboration, yet do not have much time in their already busy day to do so. The video emphasizes the importance of using collective time effectively, and shows ways to provide time for staff and faculty to meet, plan, and focus on students' achievement. The split between personal autonomy and the desire to be part of a team collaboration is examined. The video raises important questions about teacher autonomy, collaboration, and building trust, emphasizing the following:

* Research is a responsibility of teachers as professionals within the learning community

* Collective inquiry is central to the development of the school as a professional learning community

* Collective inquiry reveals that many good practices in the school are often not shared

* Collective inquiry requires building on success rather than getting bogged down with failure.

Extensions: This video would be excellent for use by universities that will be undergoing review from the National Council for Accreditation of Teacher Education (NCATE). The video provides material for self-study and analysis for schools seeking change, and for those involved in the process of building a professional learning community.

LET'S TALK ABOUT PROFESSIONAL LEARNING COMMUNITIES: Getting Started-Leadership. 2004, 37 minutes.

The focus of the conversation in this video is "Where do you start?" In other words, how do leaders in the school community operate a learning community, and how do they get their faculty and staff to support the model? The conversation centers on the idea and practice of shared knowledge within the school setting through understanding what has come before, studying models, and providing time for collaboration before taking action. The discussion also emphasizes the role of leadership as a means of building consensus. How is consensus defined in a school? How is it dealt with? Is consensus helpful or thwarting? Is it necessary? Does the team deal with negativity in a realistic way? Strategies are included to help staff and faculty develop a deeper understanding of the many elements that move a school staff toward becoming a professional learning community.

Extensions: This video, as well as the other two in the series, can help generate a one-year self-study. The information and ideas presented can provide a plethora of topics for discussion on staff development, administration, and the development of a school as a professional learning community.