Power of Professional Learning Networks

Social media and other forms of technology provide powerful tools for people to take charge and manage their own learning. A Professional Learning Network (PLN) is the term used to describe a network of online colleagues and friends who support one another's learning. While a PLN can occur face-to-face increasingly they occur online and allow you to tap into the knowledge and expertise of people who hold a similar job but with whom you are not acquainted. They also allow you to access information and tools from professional organizations and experts in your area of interest. eSchoolNews recently included a story about the power of PLN's. It can help you consider how a PLN can support your continued learning.

Google offers a set of tools for creating a PLN (http://sites/google.com/site/buildingapln/). Another useful site is Once a Teacher (http://tinyurl.com/olousp). Some of my students create a Twitter account as a way to connect with professional friends and colleagues.

You can read more about how a PLN can support your learning and the learning of others in your school in my recent book, co-authored with Dr. J. Howard Johnston, The School Leader's Guide to Social Media available from Eye on Education.

I'd enjoy hearing from you about how you continue your own professional learning.

Principals Perspectives - Podcasts on School Improvement

Principals in the Oregon GEAR UP schools are involved in many exciting initiatives that are changing their schools in exciting ways. In order to share some of these programs and to allow principals to speak directly with other principals, a set of podcasts is being developed by Jerry Lynch with support from Dana Beck at Oregon GEAR UP.

Four podcasts are currently available at http://gearup.ous.edu/podcasts.php or through the Principals Perspective link at the iTunes Store. Current topics include:

• College and Career Advisory Program – Kristi McGree, Principal, South Umpqua High School
• Positive Behavioral Interventions and Support – Bryan Wood, former principal , Brookings-Harbor High School and Diane Kinney, Dean of Students, Azalea Middle School
• Increasing Student Expectations and Test Scores – Jay Mathiesen, Principal of La Pine High School
• Freshman Academy – De Ann Jenness, Principal, North Marion High School

The podcasts are a rich resource for principals or their staff who can learn about the ways that GEAR UP teachers and principals are improving the educational experience of their students.

Nurturing and Sustaining Professional Learning Communities

Over the last decade many schools have embraced the idea of professional learning communities (PLC's). While the term describes all sorts of collaborative activities, the PLC advocated by Rick DuFour, Shirley Hord and others is a school where teachers and principals focus on intently on improving student learning. They are committed to their own learning and act on that learning in ways that will positively improve students' education.

As PLC's have matured some schools struggle with ways to nurture and sustain the vitality that was often present in the early years. Schools that have successfully navigated this path find that five things support the continued growth of professional community.

• First, create a schedule or other structure to provide time for teachers to work together and reduce isolation. There are many options, limited only by one's creativity.
• Next, embrace policies that encourage greater autonomy, foster collaboration and improve communication. Share what works. Have conversations about successes and opportunities for growth.
• Third, provide time for professional development both during the school day and at other times. Consider converting staff meeting time into opportunities for professional dialogue.
• Fourth, when hiring new teachers look for candidates who are comfortable with feedback, examining their practice and who share your commitment to professional learning.
• Finally, be transparent about your own learning and encourage those around you to do the same. Read widely. Be inquisitive. Work to create an atmosphere of trust and respect among all personnel.

We'd enjoy hearing from you about your experience with PLC's and how you work to maintain their vitality in your school.

Lesson Study: Improving Instruction One Lesson at a Time

Originally used by Japanese teachers, lesson study emphasizes working in small groups to plan, teach, observe, and critique a lesson. Lesson study involves groups of teachers in a collaborative process designed to systematically examine their practice with the goal of becoming more effective. Teachers College at Columbia University has many resources about the lesson study process (www.tc.columbia.edu/lessonstudy/lesson-study.html) and they've developed a lesson study protocol that describes how the process might work.

• Participants should be volunteers but the invitation to participate should be inclusive.
• While working on a study lesson, teachers work together to develop a detailed plan for the lesson.
• One member of the group teaches the lesson in a real classroom while other members of the group observe the lesson.
• The group comes together to discuss their observations about the lesson and student learning.
• The group works together to revise the lesson.
• Another teacher teaches the revised lesson while group members observe.
• The group reconvenes to discuss the observed lesson.
• The revision process may continue as long as the group believes it is necessary.
• Teachers talk about what the study lesson taught them and how they can apply the learning to their own classroom. They may prepare a report to be shared with others.

Lesson study is a valuable tool to engage teachers in examining their own work and developing plans for improvement. It is anchored in a collaborative culture where teachers are comfortable working together and talking about complex issues.

I'd enjoy hearing from you about your experience with lesson study or other professional development activities.

Book Study: A Tool for Professional Conversation

A good way to engage teaches and other staff in their own professional growth is to organize a book study group. At some schools, every teacher may be asked to read the same book and work in small groups to discuss the book and its implications for practice. In others, teachers may choose from among several books and join colleagues who selected the same book for their discussion.

Here are some things I've learned about organizing book study groups.

• Membership should be voluntary, but inclusive.
• Decide a meeting schedule, meeting place, length of book to be read, and what will happen after the book is red. It is recommended that meetings last no more than one hour and be held at a consistent time and place.
• Select a responsible facilitator to keep the group on task and to help manage the meetings.
• Select a book with a clear objective in mind. For example, select a book that aligns with your school improvement plan.
• Conversation is important in a book study. Members of the group share insights, ask questions about the text, and learn from others. It is important to talk about how the ideas can be directly applied in the classroom and how to overcome any potential obstacles.
• Journaling is a useful way for members to think about their reading and reflect on how it might be used.

Additional information about conducting a book study is available at www.eyeoneducation.com/BookStudyGroupFAQ/BookStudyFAQ.asp.

I would enjoy hearing from you about ways you engage teachers in their professional growth and promote conversations about improving your school. I look forward to hearing from you.