Abstract

Learning teams are documented in current research as being an effective manner in which to conduct meaningful professional development. Improving student learning is a goal of this learning team. It is hoped that by encouraging partnerships between parents and teachers, improved student learning will, in fact, be the result. The participants were invited to become involved and met regularly to discuss professional readings, their journals and their reflections. The resulting improvements in professional practice are documented in this paper and the articles that follow.

Process

Recently, I was privileged to work with an outstanding group of educators as they embarked on a journey of personal and professional growth. H.E.A.R.T., Haldimand Educators Action Research Team was comprised of, Cheryl-Lynn Boyko-Summerfield a Kindergarten teacher, Jo Anne Duns, a Grade 2/3 teacher, Sandra Hedley, a Kindergarten teacher, Anne LaRoche a Grade 2/3 teacher, Marsha Lofthouse, a Kindergarten / grade 6 teacher, and Patricia Smith, a Kindergarten teacher. This group of educators formed a Learning Team which utilized the Action Research model to examine their current teaching practice. The focus for each learning team, "Guided Reading" and "Parents and Literacy", determined the research topic but the way in which each educator examined that specific topic differed. Cheryl-Lynn Boyko-Summerfield, Jo Anne Duns, and Anne LaRoche chose to examine how they could implement a Guided Reading program in their classrooms while Sandra Hedley, Marsha Lofthouse, Patricia Smith focused on how they could involve parents in improving their children's literacy skills. As a result of this collaboration the teachers improved their professional knowledge and expanded their personal growth as educators and researchers. I, too, experienced growth in my professional knowledge but more importantly learned a great deal about my practice as a teacher consultant whose primary role is to support the growth of teachers.

In the current educational climate, where change is the only constant, I was searching for an effective way that I could support teachers' professional development. My role is to support teachers as they work through the change process while they strive to improve their practice. My own experience as a learner had taught me that reflective practice and the opportunity to dialogue were the critical elements necessary to promote professional growth. I was feeling frustration as a teacher consultant with the standard approach to supporting teacher development which were workshops and classroom visits. While I feel that these methods of support are beneficial, I felt that I was not meeting the needs of the teachers. I was not creating a learning situation for them that facilitated reflection and dialogue.

How can I, as a teacher consultant, create a learning situation for teachers that would promote ongoing, sustained and supported learning?

Classroom research is becoming a recognized method to facilitate reflective practice and enable educators to become involved in the cycle of evaluating their practice, reexamining professional beliefs, refining pedagogy and reworking their teaching methodologies. The action research process formalizes a process in which many teachers are already involved by providing a framework for examination of professional practice. Classroom research projects allow teachers to select a specific area for change and growth and provides a structure that assists them in working through the reflective process.

Research projects engage teachers in reflective practice but it is often a lonely proposition. While there may be a "critical friend" available to act as a mentor and guide the teacher through the research process, there is little opportunity to engage in meaningful professional dialogue about the specific topic which the educator is examining. My quest for a framework or structure that would promote both the research driven, reflective process and professional dialogue ended when I read Richard Stiggins' (2002) article, "Learning Teams for Assessment Literacy".

Stiggins (2002) describes Learning Teams as small groups of educators who meet regularly to manage and promote their own professional growth. These groups study together with the goal being to assist the other team members in their quest for understanding a specific topic. I was intrigued by this concept. I started to mull the idea through and I became excited as I began to realize the possibilities for combining classroom research with the learning team concept. This combination would enable educators to become involved in a process that would promote selfreflection and meaningful professional dialogue.

I have conducted my own classroom research as a component to complete my Master of Education and felt able to support a group of teachers as they researched their own practice. I have led groups of educators on curriculum writing teams and in workshops and facilitated professional dialogue through these venues. However, I had not facilitated this type of learning situation that put both these concepts together over an extended period of time. I felt quite strongly that the Learning Team approach would allow me to support teachers in a manner that was sustained over a long enough period of time to facilitate professional growth and effect deep and lasting change in their teaching practices.

Creating the Teams

An open invitation was issued during several workshops to teachers to participate in one of two projects. One project involved examining how teachers could improve their practice by using a guided reading strategy, the other focused on how the teachers could involve parents in improving children's literacy development. Six teachers indicated interest and two teams were formed. The team which examined guided reading strategy was comprised of a kindergarten teacher and two grade two-three primary teachers. The second team, three kindergarten teachers, investigated the link between parental involvement and improved student learning. An initial meeting was planned for the whole group to discuss the parameters of the project. Several criteria for participation were decided. Each team member agreed to examine their topic within the context of their individual classrooms with the ultimate goal being to modify their teaching practice. The group made a commitment to meet regularly as a team, engage in professional reading on their topic and to write regularly as a means by which to promote self-reflection. A further expectation was that the teachers share their new knowledge with their colleagues. The balance of the meeting was devoted to discussion among the two teams as to how they were going to begin to implement the changes in their practice.

Ongoing Support

1. Regular Scheduled Meetings

A critical element of this model of supporting teachers as they strove to improve their teaching practice was to provide sustained support. The teams met on a regular basis over the balance of the school year usually about a month apart. The meetings began with a whole group discussion to address any key issues that the whole group was facing. Usually the questions were directed to me as the group facilitator but often the answers to those questions were answered within the group. Professional dialogue was occurring. The teachers were able to offer suggestions to help solve each other's issues through sharing what they had done in their own classrooms and what they had discovered had worked for them. Sometimes when a discussion was not heading for resolution they would ask me for input, but more often than not the answers came from within themselves during the discussion or from a colleague. For that colleague there was a dual benefit. They were able to clarify their thoughts and refine their understanding through the discussion, but they were also able to effect change in a colleague's practice through their personal knowledge - powerful stuff.

2. A First Class conference was created to facilitate dialogue between meetings.

It was noted in one of the earlier meetings that while the dialogue at our meetings was very beneficial, it was unfortunate that we could not sustain that close contact and ability to discuss issues in between meetings. A H.E.A.R.T. conference was created in our in-house email system, First Class Client in order to maintain the ongoing dialogue. The members of the learning teams were able to keep in touch with each other between formal meetings. The conference was structure so that if a member of the team posted a question or concern, all other members were able to respond to that issue. The conference was a useful tool to maintain discussion.

3. The group attended the Ontario Educational Research Council Conference.

Attendance at the Ontario Educational Research Council Annual Conference was a very positive experience for the group. They were exposed to other action researchers projects and they received tutelage from various experts in the field of Action Research, one of whom was Jack Whitehead, University of Bath. The knowledge gained from the conference and the researchers stories inspired them to proceed with their projects with increased enthusiasm and excitement.

4. I offered just in time support.

I kept very attuned to the teacher's needs. If they asked for a professional resource, it was provided to them. If they needed clarification on data collection, I found information on how to collect data Reflective journal writing was an issue at one stage of the process, and support was provided as they developed a model that would work for them. If they needed support in the classroom, I taught their class while they worked with individuals. I acted as a data gathering source by video taping. If there was an obstacle to overcome, I ensured that support was in place to leap the hurdle.

Findings

1. Learning Teams facilitate classroom research.
2. Learning Teams are a vehicle with which to promote ongoing, meaningful professional dialogue.
3. Learning Teams enable teachers to engage in sustained professional growth.
4. Learning Teams empower teachers to change their practice for the benefit of students.

Learning Teams facilitate classroom research

Conducting classroom research can often be an intimidating proposition. Teachers who want to improve their practice are intrigued by the Action Research model but may also feel overwhelmed by the entire process. Learning Teams provide ongoing support for teachers as they work through their action research project. When asked how the learning team helped her professional learning, one teacher reports, that the group offers support and encouragement. "It helped me to shared my frustrations and gain support." Learning Teams allow teachers to engage in classroom research without the feeling of isolation many researchers report they experience. Another teachers shares, "It definitely helped my learning, I wouldn't have wanted to do it alone." Learning Teams empower teachers to undertake classroom research projects. One teacher reports that she has, "The confidence and belief that anyone can do Action Research and benefit from it. I will do it again, and again, and again...". The Learning Team approach to conducting classroom research provides support and reduces the anxiety that may be associated with conducting a formal research project.

Learning Teams are a vehicle with which to promote ongoing, meaningful professional dialogue.

A critical element in the professional growth cycle is the ability to engage in professional dialogue. Conducting Action Research in an isolated manner does not allow for meaningful, sustained discussion on the research topic. Learning Teams do facilitate the ongoing dialogue so critical to professional growth. Each member of the H.E.A.R.T group reported, when asked to describe how the group helped their learning stated that the team encouraged collaboration and discussion. One teacher mentioned that she benefitted from "Bouncing ideas off of each other, and clarifying ideas." Another teacher appreciated the "partnerships with other educational professionals". A third educator related that "The ideas that we shared were very helpful." Ongoing discussion assisted these teachers as they refined their practice through the action research process.

Learning Teams support teachers to engage in sustained professional growth.

It was critical for me, in my role of support person, that I ensure that the Learning Team create a situation that would support sustained professional growth. Often the professional development opportunities offered to teachers are not structured in a manner that allows for ongoing support through the change process. One teacher related how the Learning Teams allowed for "in-depth examination of my practice". The teachers involved in this project truly did grow professionally and personally. They reported that they "gained self-confidence in myself and my teaching ability," and that they experienced an "excitement for teaching". Another researcher shared, "At first I didn't know what I was doing but after taking on a project and having the support and resources and a chance to discuss, it was a wonderful experience." Furthermore, she stated, "We all came to this with our own agenda and have grown differently". This was truly exciting for me as an educator, I had effected real change in these teachers' practice.

Learning Teams empower teachers to change their practice for the benefit of students.

The reason that teachers strive to constantly improve their teaching practice is that it will result in improved student learning. These educators, through their own professional growth and each in their own way, have impacted significantly upon student learning. One teacher reported that she felt "Satisfaction that I did the best for my students. Student reading levels and confidence have increased." Another educator reported that because of the changes in her reading program, "The children see themselves as readers and writers, they are reading at higher levels and writing much more". Another member of the group reported that, "Students have taken some of their learning into their own hands and are always asking to do projects and assignments to go along with what they reading." One of the members of the parents and literacy group related, "The students whose parents are supportive (of her literacy workshops) achieve higher levels than those with little or no support". Another teacher stated, "If you want to change your teaching practice and make a difference in a society that expects a ton out of you, an Action Research project is one avenue to do it, that helps you to grow in your own, personal way."

Conclusions

The Action Research process does engage teachers in critical self-reflection and this can result in improved teaching practice, however, the idea of attempting a research project is often very daunting for educators. Learning Teams provide ongoing support to those who endeavour to investigate how they can change their teaching practice. The Learning Team approach provides a venue for ongoing dialogue and discussion and enables teachers to engage in sustained professional growth. This support group can effect deep and lasting change in teaching practices. Most importantly, Learning Teams empower teachers to change their practice for the benefit of students.

I began this project because I wanted to provide better support for the teachers I serve. I have learned that creating an environment that supports change in a sustained manner, that facilitates discussion and allows for collaboration, will facilitate professional growth. I have ended this project with so much more. I have learned in this process how I am able to have a significant impact on student learning. As the facilitator of this very dynamic group of educators I realize that my support has enabled them to have a significant impact on the students in their classroom and that is "pretty powerful stuff". The experience truly has been for me, Learning with HEART.

References

Stiggins, Richard (2002). Learning Teams for Assessment Literacy, Orbit, V. 30, 4, p.5-7.