Professional Learning Communities/Teams

Understanding the Art of Ending a Meeting

Publication Type:

Web Article

Authors:

Robert J. Garmston

Year of Publication:

2006

URL:

http://www.nsdc.org/library/publications/jsd/garmston274.pdf

Notes:

"One aid to effective meetings that is rarely focused on is properly ending a meeting," writes collaboration expert Robert Garmston. "Closing a meeting well requires as much purposefulness and art as opening a meeting." When teacher leaders and others who support professional groups don't attend to endings, Garmston says, efficacy and energy tend to dissipate. " Dissatisfaction is common in meetings in which members are not clear about which decisions were made, recommendations developed, and what is to occur next." The author of the column "GroupWise" (Journal of Staff Development) offers several useful strategies, including the "convenience store close."

Garmston, R.J. (2006). Understanding the art of ending a meeting. Journal of staff development (Vol. 27 No. 4, Fall 2006). [PDF] Retrieved from the National Staff Development Council 14 May 2008. http://www.nsdc.org/library/publications/jsd/garmston274.pdf

Skillful Paraphrasing Allows Groups to Examine What Is Beig Said

Publication Type:

Web Article

Authors:

Robert J. Garmston

Year of Publication:

2006

URL:

http://www.nsdc.org/library/publications/jsd/garmston273.pdf

Abstract:

Many teacher leaders find themselves thrust into a facilitation role during faculty meetings and professional development events. If you fit that description, you need to make friends with Robert J. Garmston. The author of numerous books and articles on professional collaboration, including "The Adaptive School," Garmston writes a regular column in the Journal of Staff Development. His latest entry (Summer 2006) examines "paraphrasing," which Garmston believes is "an underappreciated skill essential to superb facilitation." Skillful paraphrasing "holds conversations together by serving as the glue and connection among ideas. It opens avenues of understanding among participants. It can slow conversations when haste might lead to misunderstanding, and it is a fundamental tool in resolving conflict." Read more of Garmston's "GroupWise" columns at: http://snipurl.com/RGgroupwise -- and you'll soon be a true leader of collaborative groups!

Garmston, R.J. (2006). Skillful paraphrasing allows groups to examine what is being said. Journal of staff development (Vol. 27 No. 3, Summer 2006). Retrieved from the National Staff Development Council 13 May 2008. http://www.nsdc.org/library/publications/jsd/garmston273.pdf

A Collegial Conversation — Talking About Instruction Helps Teachers Find New Ways to Engage Students

Publication Type:

Web Article

Authors:

Holly Holland

Year of Publication:

2006

URL:

http://www.schlechtycenter.org/pdfs/collegial.pdf

Abstract:

The Schlechty Center for Leadership in School Reform, best known for its Working on the Work school improvement strategies (which emphasize authentic student engagement), encourages the use of Protocols, a structured process for disciplined teacher conversations about student work or the work designed for students. This story, written by respected education journalist Holly Holland, explains how a "collegial conversation" works by taking readers step-by-step through an actual group discussion. These conversations provide opportunities for designers of student work to gain positive feedback and ideas for lessons, units and projects in progress. "Who knows better how to analyze a lesson than a group of teachers?" asks CLSR facilitator Marilyn Hohmann. Teachers are the experts, "and giving a colleague feedback about lessons they've worked on, worked hard to design, is the highest form of professional development."

Holland, H. (2006). A collegial conversation--Talking about instruction helpers teachers find new ways to engage students. Schlechty Center for Leadership in School Reform. Retrieved from the Schlecty Center 12 May 2008. http://www.schlechtycenter.org/pdfs/collegial.pdf

What Makes Teacher Communities Different from a Gathering of Teachers?

Publication Type:

Web Article

Authors:

Paul Grossman; Sam Wineburg

Year of Publication:

2001

URL:

http://depts.washington.edu/ctpmail/PDFs/Community-GWW-01-2001.pdf

Abstract:

Educators tend to throw the term "community" around quite flippantly, says researcher Sam Wineburg. While we hear of school community, learning community, teacher community, professional community, or communities of practice, "We often assign the term when there is no semblance of community life taking place." What distinguishes a community of teachers from a group of teachers sitting in a room for a meeting? Wineburg and his colleagues Pamela Grossman and Stephen Woolworth explore this question in their paper, "What Makes Teacher Community Different from a Gathering of Teachers?". They draw on their experience with a professional development project to propose a model for studying the formation and development of teacher community. It's a highly engaging but lengthy paper--if you have limited time to read it, you might begin on page 44 with the section "Toward Community," or on page 49 with "Why Care about Community?" (276k PDF file)

Grossman, P. & Wineburg, S. (2001). What makes a teacher community different from a gathering of teachers? Center for the Study of Teaching and Policy/Center of English Learning & Achievement. Retrived from Washington University 12 May 2008. http://depts.washington.edu/ctpmail/PDFs/Community-GWW-01-2001.pdf

Transform Your Group Into a Team

Resource Keywords:
Professional Learning Communities/Teams

Publication Type:

Web Article

Authors:

Joan Richardson

Year of Publication:

2005

URL:

http://www.nsdc.org/members/tools/tools11-05.pdf

Abstract:

A professional learning community craze is sweeping the country. But, as many schools are learning, professional learning communities don't just happen because a principal sets aside time for teachers to meet and slaps a new label on that meeting. That's especially the case when teachers have been accustomed to working in isolation. Principals and teacher leaders must be very intentional about helping groups of teachers become communities of learners, says the lead article in this issue of NSDC's "Tools for Schools" (Nov/Dec 2005), which provides resources school groups can use to establish norms and develop effective teams. For starters, peruse the table that highlights differences between working groups and true teams. (200k PDF file)

Richardson, J. (2005). Transform your group into a team. Tools for schools (Vol. 9, No. 2, Nov./Dec. 2005). Retrieved from the National Staff Development Council 12 May 2008. http://www.nsdc.org/members/tools/tools11-05.pdf

Great Meetings

Publication Type:

Web Article

Authors:

Dee Kelsey; Pam Plumb

Year of Publication:

2008

URL:

http://www.educationworld.com/a_admin/archives/greatmeetings.shtml

Abstract:

Pam Plumb and Dee Kelsey are passionate about meetings and the process of supporting change. These experts in group facilitation have assembled a collection of more than three dozen columns about successful meetings at the Education World website. It's truly a goldmine! "When you bring together people with different ideas, experience, and expertise there is synergy, new ideas are born, and breakthroughs can happen," they write in their introduction to the series. Often, they say, administrators, group leaders, and teachers are not trained in facilitation skills. "Even with the best of intentions, this lack of skills can lead to ineffective meetings, wasted time and money, and no results. We believe it is possible for anyone to learn good facilitation skills." Explore their columns and learn how to to better prepare for, design, and facilitate all the meetings you schedule.

Kelsey, D. & Plumb, P. Great meetings. Retrieved from Education World 9 May 2008.

Teaching Teams: A 21st Century Paradigm for Organizing America's Schools

Resource Keywords:
Professional Learning Communities/Teams

Publication Type:

Web Article

Authors:

Arthur E. Wise

Year of Publication:

2004

Abstract:

Wise says that schools must move beyond their "egg-carton" organization of isolation if they are to succeed in the 21st century.

Wise, A.E. (2004). Teaching teams: A 21st century paradigm for organizing America's schools. Education week (Vol. XXIV, No. 5, Sept. 29, 2004).

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Group wise: No time for learning? Just take it in tiny bites and savor it

Resource Keywords:
Professional Learning Communities/Teams

Publication Type:

Web Article

Authors:

Robert J. Garmston

Year of Publication:

2005

URL:

http://www.nsdc.org/library/publications/jsd/garmston264.cfm

Abstract:

"Working groups in professional communities have three persistent challenges: getting work done, doing the right work, and developing themselves as groups. Never, in anyone's estimation, is there enough time for each. Indeed, rarely do faculties feel there is enough time to accomplish work...much less focus on developing as a group." In his "Group Wise" column (Journal of Staff Development, Fall 2005), collaboration expert Robert Garmston uses an example from Jakarta, Indonesia to illustrate the "Cherry Biter" approach to group development -- 20 minutes a week that can make a difference in student learning.

Garmston, R.J. (2005). Group wise: No time for learning? Just take it in tiny bites and savor it. Journal of staff development (Fall 2005, Vol. 26 No. 4). Retrieved from National Staff Development Council 28 Apr 2008. Link: http://www.nsdc.org/library/publications/jsd/garmston264.cfm

Principal Connection/Faculty Meetings Can Be Worthwhile

Publication Type:

Web Article

Authors:

Thomas R. Hoerr

Year of Publication:

2005

URL:

http://www.ascd.org/portal/site/ascd/template.MAXIMIZE/menuitem.c00a836e...

Abstract:

When is the last time you heard someone talk about attending a "great faculty meeting"? That's the question posed by Thomas R. Hoerr in this "Principal Connection" article from Educational Leadership (October 2005). "Regardless of the kind of school in which we work, the consensus--even among those who lead the meetings--seems to be that faculty meetings are not a good use of time." Hoerr, who is the head of St. Louis' New City School and author of "The Art of School Leadership," says it doesn't have to be that way. "At the New City School, we have designated faculty meetings as a time for learning and as an opportunity to celebrate victories and congratulate colleagues," he writes. You might want to stuff Hoerr's brief article in the principal's mailbox on one of those days when you're the last teacher to leave the building!

Hoerr, T.R. (2005). The principal connection: Faculty meetings can be worthwhile. Educational leadership (Oct. 2005, Vol. 63 No. 2). Retrieved from ASCD 28 Apr 2008. Link: http://www.ascd.org/portal/site/ascd/template.MAXIMIZE/menuitem.c00a836e...

Induction into Learning Communities

Resource Keywords:
Professional Learning Communities/Teams

Publication Type:

Web Article

Authors:

Kathleen Fulton; Irene Yoon; Christine Lee

Year of Publication:

2005

URL:

http://www.nctaf.org/documents/NCTAF_Induction_Paper_2005.pdf

Abstract:

This paper from the National Commission on Teaching and America's Future explores effective induction of novice teachers by examining induction programs in the U.S. and abroad "through the lens of (induction's) role in supporting 21st century learning communities." The authors conclude that: (1) Induction should be a stage in a continuum of teacher development; (2) Induction should support entry into a learning community; (3) Mentoring is a useful component of induction, but only one element of a comprehensive induction system; (4) External networks supported by online technologies can add value, and (5) Induction is a good investment. The report includes recommendations to leaders of states, districts, schools, and higher education systems for supporting comprehensive induction systems.

Fulton, K.; Lee, C.; Yoon, I. (2005). Induction into learning communities. National commission on teaching and america's future (Aug 2005). Retrieved from NCTAF 28 Apr 2008. Link: http://www.nctaf.org/documents/NCTAF_Induction_Paper_2005.pdf