Many teachers are living a childhood fantasy: they are shepherding 20+ students each day through activities of academic, social, and emotional growth. Each student looks to the teacher as the final authority on nearly every decision in the classroom. Other teachers have escaped the stresses and disillusionment of the private sector so that they can “work with kids.”
These aren’t bad motivations to embark on a career as an educator. They’re just not sufficient for achieving professional results. Here’s the rub: it takes more than a single teacher to grow a twenty-first century student.
The fundamental assumption of professional learning communities is this: students grow more when teachers work together toward a common goal. Many teachers, however, did not sign up to work with other teachers.
Is it possible to convince teachers that a cohesive community is better for students than a bunch of isolated teachers in individual classrooms?
Joel,
It is possible to convince teachers once they see the results. The difficulty is getting them to attempt to deprivatize their teaching and share in community with each. Once they do, the results should convince them of the need. Many teachers did not sign up of standardized testing, technology, etc. It’s not what teachers want, but what works best and what kids need.
Rob,
It’s certainly possible that the “taste and see” approach is effective to sell teachers on PLC.
Is professional community at a school all-or-nothing, or can it be seeded and grown from small pockets of collaboration?
Also, what is the best way to plant the seeds of professional community and nurture those seeds to a point of reproduction?