CREATING A CULTURE OF INQUIRY

Have you ever calculated the number of hours per week that teachers get to interact with

one another as professional colleagues?

In most programs, interactions between teachers is brief and infrequent (quick conversations in classrooms/outdoors, hushed conversations in sleeprooms, quick passing of information as teachers arrive and depart)

If we are truly committed to creating a great place to work for staff, then we need to rethink how we might build a learning community that fosters a culture of inquiry and adult learning.

WHAT IS A LEARNING COMMUNITY?

In a professional learning community, teachers come together to better understand teaching and children’s learning

They share observational notes, classroom documentation, children’s work and their ideas

Teachers in most programs are required to observe and gather some form of documentation. However, do they truly see the value of what they are doing, or is it just another job requirement?

When teachers come together to study documentation, they find it more meaningful

REFLECTION AND DIALOGUE

Thinking and talking about experiences – these are basic ways in which professionals in any field stay interested in, and get better at their work.

Margie Carter (Early Childhood author) believes strongly that a central role of directors should be developing teacher’s confidence, integrity and voices. When teachers see themselves as researchers, they feel strengthened and empowered.

Beyond networking, the purpose of a learning community is to engage in a disciplined dialogue to uncover children’s play & learning, and their implications for teaching (deeper level of thinking and engagement)

The way that this is implemented will vary according to the individual context – many programs provide a 30-45 minute block of time per week for teachers to meet to present their documentation/observations, ask questions and brainstorm to reflect on next steps

Ann Pelo (Early Childhood Educator – Seattle, Washington) writes,

“Early Childhood programs ought to be incubators of inquiry - children, teachers, families and program administrators, collectively and individually engaged in systematic investigation, searching & researching, asking questions, mulling over hypotheses, debating and trying on new perspectives.”

GROUP ACTIVITY – LEARNING COMMUNITIES

IF WE BELIEVE IN THE IMPORTANCE OF CREAING LEARNING COMMUNITIES

WITHIN OUR ORGANIZATION…..

how could we modify work schedules & staffing patterns to carve out more time for teachers to plan together, observe each other’s classrooms, and meet regularly to talk about their experiences with children?

What resources could we provide to support a learning community?

What opportunities and possibilities are available here?

What next steps do you have for yourself in working with these ideas?

NURTURE THE COLLEGIAL SPIRIT

For a group of people to truly function as a learning community, they need to feel physically and emotionally comfortable so that they can take risks and work through the discourse that often accompanies this new learning.

We know that a collegial spirit is important for this so that people feel connected and have a strong regard for the opinions and honour of the group

WHAT ARE THE BARRIERS TO THIS?

In a small group, discuss the barriers that may negatively affect the construction of a collegial spirit.

IMPORTANT FACTS!

You can’t force collegiality! Collegiality must be nurtured and developed

by careful attention to the needs of the people who work together

“EVERYONE IS NOT LIKE YOU” Consider their social affiliations, learning

styles, needs and interests

IDEAS TO PROMOTE COLLEGIALITY

What ideas or activities might invite opportunities for collegiality?