1. “How do we develop and sustain a professional learning community for teachers in small, rural schools?” Research question …

2. Our Research Claims 1.Professional Learning Communities, such as Smurals, are an effective model of school improvement 2.Professional Learning Communities, such as Smurals, allow for effective delivery of professional development 3.Smurals is a sustainable professional learning community 4.Participation in Smurals improved the teaching practices of our teachers

3. Research Methodology Action research project Quantitative data: Concerns-Based Adoption Model (CBAM) (Hall & Hord, 1987); number of participants; 5 years + Qualitative data: teacher evaluations and reflections, surveys and questionnaires, observations by administrators, brainstorming and planning notes Work produced: collaborative units Goal of Project: Professional Learning Community

4. Action Research Inquiry into your own professional practice Asks fundamental questions Requires action Focused by professional values as opposed to method Leads to new knowledge/practice Provides evidence Links new knowledge with existing knowledge McNiff, Lomax & Whitehead (1996)

5. Action Research “How do we improve the quality of our practice?” v “What is happening here?” “Action research is a way of defining and implementing professional development” Lomax (1990) “Action research is about improving practice rather than producing knowledge”. Elliot (1991) “How do we develop and sustain a professional learning community for teachers in small, rural schools?” “…informed committed action that gives rise to knowledge rather than just successful action” McNiff, Lomax & Whitehead (1996)

6. CBAM: Concerns-Based Adoption Model Model for change in individuals Holds that people considering and experiencing change evolve in the kinds of questions they ask and in their use of whatever the change is. “The strength of the concerns model is in its reminder to pay attention to individuals and their various needs for information, assistance, and moral support” “Being aware of the concerns allows those in charge of the innovation to tailor aid given to individuals”

7. Typical Expressions of Concern about an Innovation Stage of Concern Expression of Concern 6. Refocusing I have some ideas about something that would work even better. 5. Collaboration How can I relate what I am doing to what others are doing? 4. Consequence How is my use affecting learners? How can I refine it to have more impact? 3. Management I seem to be spending all my time getting materials ready. 2. Personal How will using it affect me? 1. Informational I would like to know more about it. 0. Awareness I am not concerned about it. Levels of Use of the Innovation: Typical Behaviors Levels of Use Behavioral Indicators of Level VI. RenewalThe user is seeking more effective alternatives to the established use of the innovation. V. IntegrationThe user is making deliberate efforts to coordinate with others in using the innovation. IVB. RefinementThe user is making changes to increase outcomes. IVA. RoutineThe user is making few or no changes and has an established pattern of use. III. MechanicalThe user is making changes to better organize use of the innovation. II. PreparationThe user has definite plans to begin using the innovation. 0I. OrientationThe user is taking the initiative to learn more about the innovation. 0. Non-UseThe user has no interest, is taking no action.

8. CBAM Questionnaire Focused on three innovations: –Assessment tools –Collaborative unit planning –Smurals Network Responded to three additional questions: –How do you feel about the innovations? –What concerns do you have? –Overall comments about the Smurals Network Before and During Smurals snapshots

9. “How do we develop and sustain a professional learning community for teachers in small, rural schools?” Literature Review Research question …

10. Literature Review Networks Professional Learning Community Professional Development Small Schools Sustainability

11. Create structure Build relationships Develop focus Share values Evaluate data “they engage people in collective work on authentic problems that emerge out of their own efforts, allowing them to get beyond the dynamics of their own schools and classrooms and to come face to face with other people and other possibilities”. Darling-Hammond & McLaughlin (1995) Research: Networks

12. Networks Doug Reeves “Behaviour does not stem from a rational consideration of evidence, but from an emotional attachment to a trusted colleague” 55% of adult workers do not feel connected to their organisation … 16% actively disengaged Majority of workers take their cues from a trusted colleague rather than from the boss, the employee manual … (Educational Leadership May 2006 Volume 63 Number 8 Pages 32-37)

13. Network A complex, interconnected group or system. An extended group of people with similar interests or concerns who interact and remain in informal contact for mutual assistance or support. www.dictionary.com www.dictionary.com Coalition The purpose of the collaboration is to spark a sustained conversation about what the commonly held ideas might mean and how a variety of communities might assist each other in finding their best practical expression. Coalitions give strength in numbers, fortitude in times of pressure. (Ted Sizer) Professional Learning Community A small group with complementary skills; equally committed to a common purpose, goals and working approach; hold themselves mutually accountable; deeply committed to one another’s personal growth and success. (Katzenbach & Smith)

14. Network Coalition Professional Learning Community Sustainability Time Evolution of our Professional Learning Community

15. Teachers pursue a clear shared purpose for all students’ learning Teachers engage in collaborative activity to achieve the purpose Teachers take collective responsibility for student learning Professional community improves student learning Newmann & Wehlage, 1995 Research: Professional Learning Community

16. Professional Learning Community Collaboration Learning and Teaching Focus Achievement and Engagement Learning, Reflection and Review Use of Evidence Hargreaves, A. (2003) Sustaining Professional Learning Communities, Section 3, ‘Betrayal and Trust’. Available from http://www.aspa.asn.au/Confs/qspa2003/hargreavespart1.ppthttp://www.aspa.asn.au/Confs/qspa2003/hargreavespart1.ppt Characteristics of a

17. Characterized by 6 core principles: –a culture of collaboration –shared mission, vision and values –collective inquiry into best practice –action orientation –continuous improvement –a focus on results (DuFour & Eaker, 1998) Professional Learning Community

18. 3 “Big Ideas”: –Ensuring that all students learn –Culture of collaboration –Focus on results 4 “Big Questions”: –What do we want each student to learn? –How will we know when each student has learned it? –How we will respond when a student experiences difficulty in learning? –How will we respond when they already know it? (DuFour, DuFour, Eaker & Many, 2006)

19. Engages teachers in tasks of teaching, assessment, observation and reflection: learning and development grounded in inquiry, reflection, and experimentation: participant-driven involves a sharing of knowledge and focus on collaboration: community sustained, ongoing, intensive and supported connected to and derived from teachers’ work with their students connected to other aspects of school change Research: Professional Development (Darling-Hammond & McLaughlin, 1995)

20. Professional Development Liebermann (1995)… Debate about the best way for teachers to learn: direct instruction by outsiders vs. teacher involvement in shaping their practice Cautions about traditional forms of professional development in the “top-down” approach Traditional approach needs “radical rethinking”

21. Practice & Share Focus on curriculum and instructional strategies Develop skills Promote continuous learning Four Conditions for Effective Professional Development Joyce & Showers (2002)

22. Research: Small Schools Unique culture & climate Sense of community Flexible & cooperative Relationships Balance – danger of overload Priorities and common focus important Klonsky 2002

23. Sustainability is the capacity of a system to engage in the complexities of continuous improvement consistent with deep values of human purpose. Fullan (2004) Research: Sustainability Sustainability does not simply mean whether something can last. It addresses how particular initiatives can be developed without compromising the development of others in the surrounding environment, now and in the future. Hargreaves & Fink (2000)

24. Seven principles of sustainable leadership Hargreaves & Fink (2004) Sustainable leadership … 1.Creates and preserves sustaining learning … learning that matters, that lasts and that engages students intellectually, socially and emotionally 2.Secures success over time Succession & leadership capacity 3.Sustains the leadership of others Shared leadership

25. Seven principles of sustainable leadership Hargreaves & Fink (2004) Sustainable leadership … 4.Addresses issues of social justice Share knowledge & resources 5.Develops rather than depletes human and material resources. Mentorship & support 6.Develops environmental diversity and capacity Innovative, adaptable, creative 7.Undertakes activist engagement with the environment Engaged & resilient

26. It is a common defect in men not to consider in good weather the possibility of a tempest Machiavelli, 1532 All leaders, no matter how charismatic or visionary, eventually die Collins & Porras, 1994 Few things succeed less than leadership succession Hargreaves & Fink, 2006

27. Our Research Claims 1.Professional Learning Communities, such as Smurals, are an effective model of school improvement 2.Professional Learning Communities, such as Smurals, allow for effective delivery of professional development 3.Smurals is a sustainable professional learning community 4.Participation in Smurals improved the teaching practices of our teachers

28. Research Claim #1: Professional Learning Communities, such as Smurals, are an effective model of school improvement.

29. Research Claim #1: Professional Learning Communities, such as Smurals, are an effective model of school improvement.

30. Research Claim #2: Professional Learning Communities, such as Smurals, allow for effective delivery of professional development

31. Research Claim #3: Smurals is a sustainable professional learning community.

32. Research Claim #4: Participation in Smurals improved the teaching practices of our teachers.

33. “I like the way SMURALS has helped me grow as a teacher. Observing others teach their lessons has helped me pick up new strategies for teaching. Collaborative assessment design, especially the work with rubrics, has helped me as a teacher. Also, our connection with other teachers has continued outside SMURALS.” ~Alana Albert (Teacher)

34. Impact of Smurals on system Future Directions Impact of Smurals on Student Learning

35. Core leadership is key Relinquishing control Adapting organisational structure (eg. new school/teachers, timeline, planning to meet needs of teachers, financial support) High school & elementary collaboration Time for reflection –CBAM Patience & set short-term goals remembering purpose Reflect on principles of PLC Lessons Learned

36. Smurals PLC Cmap