Collaborative Learning Communities

Defined as “educators committed to working together collaboratively in ongoing processes of collective inquiry and action research in order to achieve better results for the students they serve,” this case looks at a county-wide, mandated program of Professional Learning Communities in every school—examining its benefits and drawbacks. It also poses questions such as: How does teacher collaboration take place outside of formal meetings, and what do specialists and general education teachers offer each other as they work together to improve overall student achievement?

Discussion Questions

1. What are the benefits and draw backs of implementing collaborative teaching environments that are mandated or created by external policy of the school systems or county regulations?
2. How does teacher collaboration take place outside formal meetings?
3. What are the alternatives to the traditional team meeting approach to collaborative teaching scenarios?
4. What do specialists and general education teachers offer each other in their goals of student success in achievement?
5. Does the teacher research group meet the expectations of a Professional Learning Community? Why or why not?
6. What does the county school system assume about teachers with its Professional Learning Community initiative?
7. What advice would you give Janice Melbourne, Shady Grove’s administrator?