The Teacher Learning Community

School improvement efforts sometimes face significant challenges to counteract negative impacts on school climate by political pressure for increased student test scores, mandates toward standards-based educational practices, and budget constraints resulting in staff reductions and corresponding escalation in teacher stress and workload. To confront such adversity at a local level, a small group of teachers in a rural North Central Association (NCA) accredited high school formed a Teacher Learning Community (TLC) while pursuing a master's degree through a collaborative effort between the school district's staff development program and the local university.

Historically, teacher learning communities emerged during the 1980s when Rosenholtz (1989) brought teachers' workplace factors into the discussion of teacher quality, suggesting that teachers who felt supported in their own ongoing learning and classroom practice were more committed and effective than those who did not receive this confirmation. This research demonstrated that support through teacher networks, cooperation among colleagues, and expanded professional roles increased teacher effectiveness in meeting student needs. Likewise, Rosenholtz found that teachers with a high sense of personal efficacy were more likely to adopt new classroom approaches to promote school improvement and to remain in the teaching profession.

In the 1990s, Darling-Hammond (1996) suggested that shared decision-making was a factor in curriculum reform and the transformation of teaching. Within these school improvement strategies, structured time was provided for teachers to work together in planning instruction, observing each other's classrooms, and sharing feedback. And more recently, Senge et al (2000) introduced the idea of "organizational learning" for schools where educators continually expand their capacity to create the results they desire by learning how to learn together and employing innovative patterns of thinking (p. 19). As a result, this paradigm shift caught the attention of educators across the nation who struggled to plan and implement school improvement. Consequently, such attributes were identified as the cornerstones for teacher learning communities.

One School's Story

Initial responses to a school climate survey administered to high school faculty in the spring of 2001 led to an investigation of teacher learning communities literature. A climate typology of the high school was then developed to focus an action research study to measure the impact of a newly created TLC on teachers' attitudes and activities during the following school year. As such, this information was used to choreograph a TLC to create a new teacher mentoring program, organize social activities for the teaching staff, increase teacher participation in school committees, and establish a shared leadership approach with the high school administration.

To assess its impact, data were collected from structured interviews with the teaching staff, TLC participant observation journals, and the results of pre/post- school climate surveys. Individual interviews allowed the opportunity to question a diverse sampling of faculty to gain personal insights and perceptions about the effects of a TLC on the high school climate. Journaling offered participants a structured way to record personal observations and reflections about the experience of creating a TLC in the high school. And, the climate survey data provided a view of the school climate prior to the adoption of a TLC as well as a measure of change once it was active. When analyzing the collected data, change in school climate was measured across three themes: (a) administration and leadership, (b) collegiality and congeniality, and (c) external forces.

Administration and Leadership

Although the building principal is ultimately responsible for the quality of the school, it is both necessary and appropriate that teachers share the responsibility for instructional leadership. This style of administration utilizes leadership teams to involve teachers in determining school policies and procedures beyond their individual classrooms. As a result, educators work together to share responsibility for helping each other learn and grow (Hoerr, 1996).

Response to the initial climate survey highlighted the need for TLC members to volunteer to serve on the Principal's Advisory Committee to offer administrative support and improve communication between the teaching staff and the high school administration. Within this role, TLC members met regularly with the administration to advise, offer feedback, and make recommendations for change before ideas were presented to the entire faculty. These meetings also provided an avenue for expressing concerns from the faculty and staff to the administration. As a result, TLC members began to realize they could impact school climate through structured communication and cooperation between faculty and administration.

For example, the TLC recommended that one in-service day be designated as a time for teacher job shadowing at local businesses to experience career skills required of high school graduates. The plan included a morning of job shadowing at three local businesses and an afternoon of roundtable discussions for faculty to talk with recent graduates, former students, business people, and college faculty members from the local university. This experience helped teachers understand contemporary readiness skills needed for entry into the job market as well as postsecondary education.

It was empowering to have an idea valued and to plan such a relevant and meaningful staff development activity for teachers. This experience enhanced relations with administration and was evident in TLC members' journal entries: "There are good things happening." "Communication is improving." These shared leadership opportunities opened the door for the teaching staff to recognize and support a new administrations' management approach. Likewise, staff interviews revealed overall support for the high school administration's approach: "Assistant principal tries to keep up with all of the discipline problems." "Principals have a 'take charge' attitude." "The superintendent has been very supportive." "School rules are enforced so we can teach."

Collegiality and Congeniality

Initial responses to the school climate survey indicated a need for improvement in the equally important elements of collegiality and congeniality. As a result, the TLC became a place where ideas were shared and discussed before presenting them to the entire teaching staff and/or administration. TLC members experienced personal efficacy knowing that others shared their concerns and were supportive. They reported a special synergy when working closely together that supported the realization that TLC participation must be by choice not by mandate. Because they were so eager to make changes in the school climate, they were more than willing to develop and implement ideas once they found that the TLC could make a difference.

A cooperative spirit among the teaching staff is an integral part of school climate. Consequently, the TLC worked diligently to establish and foster congeniality through increased social activities for the teaching staff, improving and expanding the Sunshine Fund, and by volunteering as new teacher mentors. Two of the TLC members mentored new staff while one of the TLC members directed the Sunshine Fund to collect monies at the beginning of the school year to support staff members and their families as needed (e.g., flowers, balloons, gifts for get well greetings, funerals, birthdays). Additionally, they organized various social activities and holiday gatherings to increase staff interaction and improve morale. Evidence of improvement in collegiality and congeniality appeared in a TLC member's journal: "The staff mixer was a great get together. I get to work with some wonderful people." Likewise, interviews with teachers reflected positive changes as well: "More people [are] friendly with the expanded sunshine fund, kinder staff relations, mood feels good." "I feel welcomed and a sense of belonging with this faculty." "Classes are going well." "Teachers are cooperating with each other."

External Forces

External forces impact school climate as well. Leading the Way: Voices from the National Teacher Forum (April 1998) suggested that teachers can take steps to become leaders and initiate change; however, they need support to move into a leadership role. This very perspective inspired the TLC to develop a proposal for early release of students, twice per month to provide time for teachers to work collaboratively on NCA goals, as well as multidisciplinary lesson planning to address state content standards, and other departmental issues. Once again, they felt empowered when the principal asked the TLC to represent the teaching staff at the school board meeting when the release time proposal was presented.

Staff morale was elevated and support was high for their efforts as evident in this journal entry: "We're pleased. There is a board meeting tonight about the early release time proposal. It feels good that our principal considered our TLC critical enough that he asked four of us to attend the meeting and respond to the school board's questions." However, when the school board voted to deny the early release plan, they were reminded that teachers cannot control external forces that impact school climate. One journal entry illustrated this awareness: "Oh no! I cannot believe it-they failed to pass our proposal for the planning time. In addition, we have recently found out that our insurance premiums will increase. Morale is certainly at a low point." Another TLC member's journal entry shared this concern: "Insurance rate increases are hampering climate. Teachers are short tempered and stressed. . . . These are things we as a TLC cannot control." Likewise, when the teaching staff was asked "what was the greatest challenge to maintain a positive school climate this year?" external forces were most often noted. "School climate is as good as it can get under the budget constraints imposed." "The sense of community, patriotism, and thankfulness has come from 9/11." "Budget cuts make for a hostile climate." "High stakes testing makes for a tense school climate."

Conclusion

Results of the follow up climate survey provided a final measure of change. Significant improvement was found only in response to "teachers in my building can disagree with each other on issues and still maintain a professional relationship." This particular change, however, provided strong evidence that the TLC influenced how effectively teachers worked together. External forces continued to affect school climate, yet the TLC members concluded they could control their reactions to them.

More specifically, the TLC members' perceptions changed: "I no longer fear being shot down. My fellow staff member's negative opinions no longer sway me from participating in a worthwhile endeavor to improve our school." "My mood and my response to things that I cannot control no longer destroy my desire to make a difference. TLC members can choose their battles to determine which ones are worth fighting for." "I feel empowered and realize that I can make a change through the vehicle of a TLC." "It has broadened my perspective to the needs of the entire teaching staff." "My increased involvement with the support of the TLC has given me a greater sense of empowerment to make changes and to affect school improvement positively."

Furthermore, this experience offered the teachers a structured way to actualize the high school's mission statement: Promotes a community of lifelong learners through cooperative effort (see appendix). Just as important, the TLC provided a specific model for the high school's NCA Goal Two target area: Thinking Skills: Problem-Solving (see appendix).

References

Darling-Hammond, L. (1994) The quiet revolution: Rethinking teacher development. Educational Leadership, 53(6), 4-10.

Hoerr, T. R. (1996). Collegiality: A new way to define instructional leadership. Phi Delta Kappan, 77(5), 380-381.

Louis, K.S. & Kruse, S.D. (1995). Professionalism and community: Perspectives on reforming urban schools. Thousand Oaks, CA: Corwin Press.

Rosenholtz, S. (1989). Teacher's workplace: The social organization of schools. New York: Longman.

Senge, P., Cambron-McCabe, N., Lucas, T., Smith, B., Dutton, J., & Kleiner, A. (2000). Schools that learn: A fifth discipline fieldbook for educators, parents, and everyone that cares about education. New York: Currency Doubleday.

Teachers leading the way: Voices from the Teacher Forum. (April, 1998). http://www.ed.gov/pubs/TeachersLead/started.html

APPENDIX

Spearfish High School Mission Statement

Spearfish High School promotes a community of lifelong learners through cooperative effort.

Spearfish High School Belief Statements

Spearfish High School NCA Goal Two

Target Area: Thinking Skills: Problem Solving

The "essence" of this target includes the ability to identify if a problem exists and to clarify what the problem is, to generate and identify alternative solutions, to identify and create a set of criteria and evaluate the alternative solutions against those criteria, and to select and implement a solution. Students shall be able to evaluate the effectiveness of the selection and revise/modify as appropriate.

Goal Two:

Students shall demonstrate a knowledge base for developing problem solving skills, and the ability to evaluate alternative solutions and their effectiveness in order to make necessary modifications. Students will demonstrate the ability to generate alternative solutions, the ability to identify and clarify the problem, and the ability to select and implement a possible solution. Students shall be able to apply basic troubleshooting techniques.

Data/rationale:

Some examples of this target area in context include: