TRANSITIONAL
VOYAGE TO EMERGE INTO LEARNING COMMUNITIES FOR SCHOOLS IN PAKISTAN
Darvesh Karim, AKU-PDCN Gilgit.
Learning
community is a group of people who share common values and beliefs and
actively engage in learning together from each other. This is based on an
advanced kind of educational or 'pedagogical' design. The people who facilitate
learning communities may contribute from several distinct fields of study. To create a learning community we have to focus on learning rather than
teaching, work collaboratively and have to hold ourselves accountable for
results and better outcomes.
Through literature review we can identify
the guide lines for creating a learning community as Lovely, S. &
Buffum, A.G. (2007) states that, “A major goal in the design of a learning
community is facilitating a culture of collaboration within a setting that is
complicated by the cross age diversity of most teams” (p.28). To facilitate
this culture of collaboration we have to offer
the opportunity for reforms. The
major requirements to create learning communities are according to Retallick,
J. Cocklin, B. & Coombe, K. (Eds.). (1999)
are respect, caring, inclusiveness, trust, empowerment and commitment.
These are the guide lines through which we can create learning community in
schools.
For an effective learning community in
educational institutions, there are many indicators to identify the existence
of learning community; however, following two factors are more dominant towards
fostering learning community in a school.
1.
Supportive and Shared Practices
2.
Distributed Leadership
Supportive and Shared Practices
Several
kinds of factors determine when, where, and how the staff can regularly come
together as a unit to do the learning, decision making, problem solving, and
creative work that characterize a professional learning community. If we will
not take care of these factors many consequences can occur in the institution. Stewart,
D. & Prebble, T. (1993) describes this situation as, “Relationships among
staff groups are a consequence of the communication patterns and networks that
exist in the organization” (p.94).
Review of a teacher's behavior by colleagues is the norm in
the learning community. This practice is
not evaluative but is part of the "peers helping peers" process for
own understanding or to help each other. Such review is conducted regularly by
teachers, who visit each other's classrooms to observe, and discuss their
observations with the visited peer. Stewart, D. & Prebble, T. (1993).
“Reflecting on our professional practice tends to be more profitable when a
colleague is able to help us reflect on that practice and suggest alternatives”
(p.45). This process use to be based on the desire for individual and community
improvement and is enabled by the mutual respect and trustworthiness of staff
members.
Teachers
can proudly claim the existence of learning community in their schools, if they
we have the sense of non-evaluative assessments and positive feedback to each
other and for the enhancement of this sense, the teaching-learning atmosphere
and leadership influence on teachers is very much revolutionary, which create
such an atmosphere of respect and trustworthiness among the all the teachers.
It is very well said that development never ends, so exercising the supportive
and shared practices may lead teachers to strengthen and reinforce further this
important aspect of learning community.
Distributed Leadership
Distributed-leadership
means interdependency and coordinated work. This theme is presented as an
alternative to focused leadership. According to Gronn (2003) it is the new
trend increased after 1980, which is certainly a step up from one person
leadership as we can see the work of head teacher is increasing and the
responsibilities of managing the school needs to be shared. This is also articulated by Arrowsimith (2007)
that “Distributed leadership (DL) is an emerging form of power distribution in
school which extends authority and influence to groups or individuals in a way
which is at least partly contrary to hierarchical arrangements” (p.22). In the
context of Pakistan, we can partially relate this leadership theme to some of
the educational institutions.
Distributed
leadership starts from willingness to share authority, the capacity to
facilitate the work of staff, and the ability to participate without
dominating. Stewart, D. & Prebble, T. (1993) states that, “If principals
wish to change what teachers do, they must first change the way teachers think
about what they do” (p.189).
Members
of the Learning Community work together, share expertise, and exercise
leadership to ensure that student achievement is the intended result of all
decisions. They retain primary
responsibility, appropriate autonomy, and are accountable for making decisions
affecting the important aspects of the learning community.
It
seems clear that transforming a school organization into a learning community
can be done only with the sanction of the leaders and the active cultivation of
the entire staff's development as a community. Thus, a look at the principal of
a school whose staff is a learning community seems a good starting point for
describing what these learning communities look like and how the principal
accepts a collegial relationship with teachers to share leadership, power, and
decision making. Stewart, D. & Prebble, T. (1993) describes this notion of
leadership as, “Leaders make a difference, but their work should be seen as an
integral part of the activities of the whole group” (p.199). Through this
practice, all grow professionally and learn to view themselves to use an
athletic metaphor as "all playing on the same team and working toward the
same goal: a better school". This idea has very accurately articulated
by Sergiovanni, T.J. (1996);
Communities are collections of individuals who are bonded
together by natural will and who are together bond to a set of shared ideas and
ideals. This bonding and binding is tight enough to transform them from a
collection of “I’s” into a collective “we” (p.48).
REFERENCES
Arrowsmith, T. (2007). Distributed
leadership in secondary schools in England: the impact on the role of the head
teacher and other issue. Management in
Education. 21(2), 21-27.
Gronn, P (2003). The New Work of Educational Leaders: Changing Leadership Practice in an
Era of School Reform. London .
Sage Publications.
Lovely, S. & Buffum, A.G.
(2007). Generations at School: Building
an Age-Friendly Learning Community. California : Crown Press.
Retallick, J. Cocklin, B. &
Coombe, K. (Eds.). (1999). Learning
Communities in Education: Issues, strategies and contexts. London : Routledge.
Sergiovanni, T.J. (1996). Leadership for the Schoolhouse: How Is It
Different? Why Is It Important? San
Francisco : Jossey-Bass.
Stewart, D. & Prebble, T.
(1993). The Reflective Principal: School
Development Within a Learning Community. New Zealand: ERDC Press Massey
University.
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