Establishing a Learning Community

The new views of teacher learning emphasize the need for teacher collaboration and community. Increasingly, teachers are being asked to "deprivatize" their classroom practice, by talking, working, and consulting with one another. In 1998, 81 percent of teachers participated in regularly scheduled collaboration with other teachers in the past 12 months, according to the U.S. Department of Education (1999). Forty-nine percent of teachers who collaborated at least once a week with other teachers felt that it improved their teaching. Creating this kind of learning community represents a major shift from the school’s traditional culture.

Some schools are fostering collaboration through action research, in which teachers work together to research problems of immediate interest in the local setting. When teachers are allowed to choose problems based on felt concerns, are given training and guidance from consultants, and have time to do the research, their work can create common goals, a collective locus of control, and an appreciation of leadership (Richard Sagor 1997). However, action research per se is no panacea. Sagor identifies leadership as the key. Even when a school has a weak learning culture, principals can make a start by wondering aloud about issues that are of concern to teachers; providing support for action research; celebrating learning; and modeling high expectations.

Some educators are gravitating toward local, regional, or national networks where they can find like-minded colleagues to explore issues ranging from diversity to literacy instruction. In the process, they find "social and professional nourishment" that creates commitment beyond that normally found in professional development activities (Ann Lieberman and Maureen Grolnick 1997).

Another new development is school support teams. An outgrowth of recent changes in Title I legislation, support teams are external consultants (teachers, administrators, and others having experience with reform). Their job is to work with local staff to identify needs, set goals, and help solve problems. At all times their role is facilitative rather than directive; local school people make the decisions (Margery Ginsberg and colleagues 1997).

Finally, some schools are finding they can learn about teaching by teaching others about teaching. When teachers are responsible for sharing their craft with novices, they are forced to rethink their practices. This has been especially evident in recent experience with professional development schools that act as centers for teacher training. Veteran teachers take on a host of roles–mentors, co-researchers, adjunct faculty, and teacher leaders–that challenge their views of teaching and provoke inquiry and reexamination (Darling-Hammond). Similar benefits may come from peer coaching or mentoring of novice teachers.

State Departments of Education

The State Departments of Education offer many services and resources. Jobs in education, text book adoption list, phone directory of educators and schools, high school exit exam information and much more. If you are relocating to another state or just wanting to learn more about the State Department of Education in your state then this is the MegaEd site for you.

U. S. Department of Education