Shelley Rossitto

The Northwest Regional Education Lab- quality and teaching division, created a guide to develop professional learning teams to bring teachers together as leaders in their own development and growth. High need districts were selected for the study. Teachers were put into teams to look at data, determine instructional strategies based on that data, use research based strategies, collect classroom data and reflect as a team to improve. The process also includes developing teams, resolving conflict, developing trust, and improving communication.

This model puts teachers in the drivers seat and administrators provide them with the resources they need to succeed. Those resources might be access to the data they need, professional development and meeting time, bringing in experts as they identify areas they want to improve, etc. Teachers drive the change by their own research which is what we encourage our students to do. Our teachers become learners, educators and decision makers in their own destiny with a common goal of improving student performance. With this vested interest teachers develop a process for growth and “life long learning” that we so desparately want to instill in our students.

This article provides a guide which I highly recommend. Administrators become supporters and gatherers of resources and teachers implement their plans as teams to provide constant feedback, improving of practice, and reflection.

The article is Improving Instruction through Professional Learning Teams, A guide for school leaders. November 2005, Dr. Susan Sather. I have provided you with a link under other resources.