+

Overview: Teacher Leadership in Action: Part 2Teacher LeadershipMegan Moscato Hoff

The American College of Education

Professional Learning Communities(PLC)

Communities of Practice (CoP)

Critical Friends Group

CollaborativeLeadership Frameworks

What are they?

+Presentation Contents

3. Critical Friends Group

(CFG)

2. Communities

of Practice(CoP)

1. Professional Learning

Communities (PLC)

Which one best fits our leadership initiative?

+ What is a PLC? “Schools create a systematic response –

processes to monitor each student’s learning and ensure that a student who struggles is provided additional time and support for learning according to a schoolwide plan.”

Data collection and analysis Response is timely and directive “Students are identified as soon as they

experience difficulty, allowing the school to focus on intervention rather than mediation.”

Students are required to receive extra instruction to help them improve their performance in school

DuFour, 2004a, p. 63

+What are the characteristics of a PLC?

Has purpose

Use of inquiry cycle

Clear expected outcomes

Has staying power

Utilizes group collective talents

Focuses on results

Centered around student learning

Ban, 2015a and Nelson, LeBard, & Waters, 2010

+ More PLC Characteristics

Big Idea

s

A culture of collaboratio

n

Ensuring that

students learn

Focus on results

DuFour, 2004b and Ban, 2015a

+ PLC Activities

Implement common actions

and collect data

Inquiry Cycle

Deep Conversati

on

Analyze student thinking through

collaborationBan, 2015a and Nelson, LeBard, & Waters, 2010

+ PLC Video

About Professional Learning Communities Video

+Presentation Contents

3. Critical Friends Group

(CFG)

2. Communities

of Practice(CoP)

1. Professional Learning

Communities (PLC)

Which one best fits our leadership initiative?

+ What is a CoP?

“A community of practice consists of members that share more than simply an interest; a community of practice shares expertise, competence, learning, activities, discussions, information, tools, stories, experiences, and a knowledge base” (Seaman, 2008, p. 270).

“A community of practice (CoP) is defined as a group whose members regularly participate in collaborative, learning and knowledge-sharing activities on issues of common interest. This community is characterized by the mutual commitment of its members as well as complementary knowledge and know-how. In this context, what makes a CoP successful are the quality and depth of the relationships emerging from the common practice which constitutes the centre of the interest of the group” (Bouchamma & Brie, 2014, p. 81).

+ What are the characteristics of a CoP?

The Domain: shared interest

The Community: shared activities and relationships

The Practice: shared repertoire for their practice

Ban, 2015b

+ CoP Activities

Problem Solving

Requests for information

Seeking experiences

Reusing assets Coordination and Synergy

Discussing developments

Visits

Mapping knowledge

and identifying

gapsBan, 2015b

+ CoP Videos

CoP Animation Video

Brief Overview of CoP

+Presentation Contents

3. Critical Friends Group

(CFG)

2. Communities

of Practice(CoP)

1. Professional Learning

Communities (PLC)

Which one best fits our leadership initiative?

+ What is a CFG?

“Critical Friends Groups are vehicles for creating collective intentionality that reaches a shared end: increased opportunity for the disadvantaged to create equality of opportunity” (Law, 2005, p. 56).

CFG is a "school-wide professional community aimed at fostering members’ capacities to undertake instructional improvement and schoolwide reform. Together, CFG members seek to increase student learning and achievement through ongoing practice-centered collegial conversations about teaching and learning” (Curry, 2008, p. 733).

+ What are the characteristics of a CFG?

Consistent and focused

Focused on own teaching

and own student learning

Small, supportive

group Principal support

Ban, 2015c

+ Critical Friends Group (CFG)

Evaluate student

work

Evaluate teacher

work

Problem Solving

Discussing texts

Observing peers

Setting Goals

Building teams

Ban, 2014c

+ CFG Video

Critical Friends: Looking at Student Work

+Presentation Contents

3. Critical Friends Group

(CFG)

2. Communities

of Practice(CoP)

1. Professional Learning

Communities (PLC)

Which one best fits our leadership initiative?

+ Our Leadership Initiative

Integrating Technology in Music Class • Use technology in a way

that enriches other academic areas

• Provide technological growth in the music classroom

• Implemented by teacher leaders

+ Would a PLC fit our leadership initiative?

Groups are data driven and student centered Focuses on specific problems to improve student learning “Grade-level teachers who teach the same subject

should work together to answer these questions” (Leane, 2014, p. 44)

A PLC would focus on student learning and teacher collaboration while establishing a clear set of expectations and outcomes

Examples of PLC in D62: School Leadership Team (SLT) and grade level teams

+ Would a CoP fit our leadership initiative?

Anyone with a common passion or interest can join a CoP

Focuses on sharing knowledge and resources with other teachers

“What can we do to improve our practice?” (Bouchamma & Brie, 2014, p. 81)

A CoP would be used to get more teachers interested in music/technology involved in the project

Examples of PLC in D62: No formal groups within our district

+ Would a CFG fit our leadership initiative?

Focuses on improving teaching “CFG is believed to promote both teacher learning

and student outcomes” (Vo & Nguyen, 2010, p. 206).

Colleagues provide support and constructive critique through observations (Vo & Nguyen, 2010)

Teachers can collaborate on topics for songs for the students to write

Examples of PLC in D62: Small Capturing Kids’ Hearts Groups

+ PLC, CoP, or CFG?And the winner is…

Professional Learning Community or a PLC!

+Why is the rational for choosing a PLC? Focus on student learning and academic

achievement in the music classroom while incorporating technology and core subjects

Encourage collaboration among various teachers to determine what will benefit student learning and assist students who may be struggling

Use data to shape instructional practice and set goals for our PLC

PLCs are commonly practiced in the district and a framework colleagues are familiar with

+ Our Launch: The Power of Learning CommunitiesLearning Communities Animation Video

+ ReferencesBan, Eric (Lecturer). (2015a). Professional Learning Communities

(Video recorded guest lecture number 2, Course CI5393: Teacher Leadership). Chicago, IL: American College of Education.

Ban, Eric (Lecturer). (2015b). Communities of Practice. (Video recorded guest lecture number 3, Course CI5393: Teacher Leadership). Chicago, IL: American College of Education.

Ban, Eric (Lecturer). (2015c). Critical Friends Group. (Video recorded guest lecture number 4, Course CI5393: Teacher Leadership). Chicago, IL: American College of Education.

Bouchamma, Y. & Brie, J. (2014). Communities of Practice and Ethical Leadership. International Studies In Educational Administration (Commonwealth Council For Educational Administration & Management (CCEAM)), 42(2), 81-96.

+ ReferencesBrodie, K. K. (2013). The Power of Professional Learning Communities.

Education As Change, 17(1), 5-18. doi:10.1080/16823206.2013.773929

Curry, M. W. (2008). Critical Friends Groups: The Possibilities and Limitations Embedded in Teacher Professional Communities Aimed at Instructional Improvement and School Reform. Teachers College Record, 110(4), 733-774.

DuFour, R. (2004a). Culture Shift Doesn't Occur Overnight – Or Without Conflict. Journal of Staff Development, 25(4), 63-64. Retrieved from http://ezproxy.ace.edu/login?url=http://search.proquest.com/docview/211519167?accountid=31683

DuFour, R. (2004b). What is ‘Professional Learning Community’? Educational Leadership, (8)6, 6-11.

Fahey, K. M. (2011). Still Learning about Leading: A Leadership Critical Friends Group. Journal Of Research On Leadership Education, 6(1), 1-35.

Law, B. (2005). Creating Moral Schools: The Enabling Potential of Critical Friends Groups. Educational Horizons, 84(1), 53-57.

+ ReferencesLaw, B. (2005). Creating Moral Schools: The Enabling Potential of Critical

Friends Groups. Educational Horizons, 84(1), 53-57.

Leane, B. (2014). How I learned the value of a true PLC. Phi Delta Kappan, 95(6), 44-46.

Nelson, T. H., LeBard, L., & Waters, C. (2010). How to Create a Professional Learning Community. Science & Children, 47(9), 36-40.

Seaman, M. (2008) Birds of a Feather? Communities of Practice & Knowledge Communities. Curriculum d Teaching Dialog, 10(1-2), p. 269-279.

Teague, G. M., & Anfara Jr., V. A. (2012). Professional Learning Communities Create Sustainable Change Through Collaboration. Middle School Journal, 44(2), 58-64.

Vo, L. T., & Nguyen, H. M. (2010). Critical Friends Group for EFL Teacher Professional Development. ELT Journal, 64(2), 205-213.

Wenger, E. C., & Snyder, W. M. (2000). Communities of Practice: The Organizational Frontier. Harvard Business Review, 78(1), 139-145.