Learning Management System Standards
The Learning Communities standard emphasizes the importance of a commitment to continuous improvement, development of collective responsibility, and goal alignment to promote coherence.
Professional learning within communities requires continuous improvement, promotes collective responsibility, and supports alignment of individual, team, school, and school system goals.
Learning community members are accountable to one another to achieve the shared goals of the community and work in transparent, authentic settings that support their improvement.
Shirley Hord, scholar laureate, talks about the Learning Communities standard.
Engage in Continuous Improvement
Learning communities apply a cycle of continuous improvement to engage in inquiry, action research, data analysis, planning, implementation, reflection, and evaluation. Characteristics of each application of the cycle of continuous improvement are:
- The use of data to determine student and educator learning needs;
- Identification of shared goals for student and educator learning;
- Professional learning to extend educators’ knowledge of content, content-specific pedagogy, how students learn, and management of classroom environments;
- Selection and implementation of appropriate evidence-based strategies to achieve student and educator learning goals;
- Application of the learning with local support at the work site;
- Use of evidence to monitor and refine implementation; and
- Evaluation of results.
Develop Collective Responsibility
Learning communities share collective responsibility for the learning of all students within the school or school system. Collective responsibility brings together the entire education community, including members of the education workforce — teachers, support staff, school system staff, and administrators — as well as families, policy makers, and other stakeholders, to increase effective teaching in every classroom. Within learning communities, peer accountability rather than formal or administrative accountability ignites commitment to professional learning. Every student benefits from the strengths and expertise of every educator when communities of educators learn together and are supported by local communities whose members value education for all students.
Collective participation advances the goals of a whole school or team as well as those of individuals. Communities of caring, analytic, reflective, and inquiring educators collaborate to learn what is necessary to increase student learning. Within learning communities, members exchange feedback about their practice with one another, visit each other’s classrooms or work settings, and share resources. Learning community members strive to refine their collaboration, communication, and relationship skills to work within and across both internal and external systems to support student learning. They develop norms of collaboration and relational trust and employ processes and structures that unleash expertise and strengthen capacity to analyze, plan, implement, support, and evaluate their practice.
While some professional learning occurs individually, particularly to address individual development goals, the more one educator’s learning is shared and supported by others, the more quickly the culture of continuous improvement, collective responsibility, and high expectations for students and educators grows. Collective responsibility and participation foster peer-to-peer support for learning and maintain a consistent focus on shared goals within and across communities. Technology facilitates and expands community interaction, learning, resource archiving and sharing, and knowledge construction and sharing. Some educators may meet with peers virtually in local or global communities to focus on individual, team, school, or school system improvement goals. Often supported through technology, cross-community communication within schools, across schools, and among school systems reinforces shared goals, promotes knowledge construction and sharing, strengthens coherence, taps educators’ expertise, and increases access to and use of resources.
Communities of learners may be various sizes, include members with similar or different roles or responsibilities, and meet frequently face-to-face, virtually, or through a combination. Educators may be members of multiple learning communities. Some communities may include members who share common students, areas of responsibility, roles, interests, or goals. Learning communities tap internal and external expertise and resources to strengthen practice and student learning. Because the education system reaches out to include students, their families, community members, the education workforce, and public officials who share responsibility for student achievement, some learning communities may include representatives of these groups.
Create Alignment and Accountability
Professional learning that occurs within learning communities provides an ongoing system of support for continuous improvement and implementation of school and systemwide initiatives. To avoid fragmentation among learning communities and to strengthen their contribution to school and system goals, public officials and school system leaders create policies that establish formal accountability for results along with the support needed to achieve results. To be effective, these policies and supports align with an explicit vision and goals for successful learning communities. Learning communities align their goals with those of the school and school system, engage in continuous professional learning, and hold all members collectively accountable for results.
The professional learning that occurs within learning communities both supports and is supported by policy and governance, curriculum and instruction, human resources, and other functions within a school system. Learning communities bridge the knowing-doing gap by transforming macro-level learning — knowledge and skill development — into micro-level learning — the practices and refinements necessary for full implementation in the classroom or workplace. When professional learning occurs within a system driven by high expectations, shared goals, professionalism, and peer accountability, the outcome is deep change for individuals and systems.
- Bolam, R., McMahon, A., Stoll, L., Thomas,
S., & Wallace, M. (with Greenwood, A., et al.).
(2005, May). Creating and sustaining effective
professional learning communities (Research
Brief RB637). Nottingham, United Kingdom:
Department for Education and Skills.
- Hord, S.M. (Ed.). (2004). Learning together,
leading together: Changing schools through professional
learning communities. New York: Teachers College
Press & NSDC.
- Lieberman, A. & Miller, L. (Eds.) (2008).
Teachers in professional communities: Improving
teaching and learning. New York: Teachers College
- McLaughlin, M.W. & Talbert, J.E. (2001). Professional communities and the work of high school
teaching. Chicago: University of Chicago Press.
- Saunders, W.M., Goldenberg, C.N., &
Gallimore, R. (2009, December). Increasing
achievement by focusing grade-level teams on
improving classroom learning: A prospective, quasiexperimental
study of Title I schools. American
Educational Research Journal, 46(4), 1006-1033.
- Develop their own and others’ capacity;
- Advocate for professional learning;
- Are strategic around the allocation of resources; and
- Create support systems and structures essential to effective professional learning practice.
We know that, for professional learning to be effective, we must prioritize, monitor, and coordinate resources. Those resources include time, technology, and personnel as well as dollars.
Educators must make tough decisions, and this standard guides us in how to do that.
The Data standard represents the use of student, educator, and systems data to guide the planning and assessment of professional learning.
The Learning Designs standard focuses on adult learning and the importance of embedding attention to learning theories, research, and models in our learning designs.
Too often, implementation is overlooked in discussions of professional learning. And yet we all know that when we fail to address what is essential for implementation, our initial steps in learning never take hold. When it comes to exemplifying implementation, it is instructional coaches who are on the front lines of supporting great teaching.
We know that the most helpful professional learning is driven by the information we have on what students need to know and do. From there, we can backward map to determine the same needs for educators. The Outcomes standard elevates the importance of aligning and measuring the outcomes of our professional learning efforts.