Practice 5: Teacher Collaboration

Collaboration has been called the single most important factor in sustaining the effort to create a professional learning community (Dufour & Eaker, 1998); and there is evidence of improved student learning in schools with collaborative norms (Lee & Smith, 1996; Little, 1990; Louis, Kruse & Marks, 1996; Newmann & Wehlage, 1995; Schmoker, 1999). Conversations, discussions and debates focused on teaching and learning issues nurture professional growth, build relationships, result in more informed practice and improved student achievement. Working together towards a shared vision for student learning, teachers discuss with colleagues difficult questions such as: How can we talk about and share our best practices? How can we engage in critical study of our practice? How much do we trust each other? Is our teaching authentic? How do we know what students know? How do our practices match what we say we believe in?

Professional learning communities require commitment to renew and improve practice as well as a collective will to engage collaboratively. According to Hord (1997), the most logical and effective way to begin developing a professional learning community is to bring professionals together to learn. Once a school has identified its point of focus for improvement, that particular subject can be used as a catalyst for learning (Morrissey, 2000, p. 41). Collaborative teams work interdependently as they support one another and share strategies as they work together to accomplish goals that they could not achieve by working alone. The driving force of the collaborative culture of a professional learning community is the team. "Team learning is a discipline of practices designed, over time, to get the people of a team thinking and acting together" (Senge, 2000, p.73). Eaker et al. (2002) emphasize important keys to highly effective teams: collaboration is embedded in routine practices, team norms guide collaboration, and teams focus on key questions associated with learning.

Effective professional development training for systemic change should be on-going, job-embedded, and constructivist in design (Bernhardt, 2002; Sparks & Hirsh, 1997). Various processes to reflect and share best practices, such as coaching and mentoring, book clubs, professional networks (Lieberman, 1996), action research, study groups and partnerships with universities and institutions (O’Hair et al., 2005), encourage teacher collaboration in job-embedded professional development opportunities (Wood & McQuarrie, 1999). Fullan and Hargreaves (1996) warn that collegiality cannot be contrived by requiring teachers to plan together or engage in peer coaching. When professional development is constructivist in design, teachers are involved in authentic activities and are more likely to become actively involved in the learning and committed to the process of professional development (Bernhardt, 2002, Fullan & Hargreaves, 1996).

Action Plan Example for Practice 5: