Category: Building Professional Learning Communities (Fall 2007)

Peggy Kasloff is the Principal of Denver Academy of Torah and middle school teacher, and is currently pursuing her doctorate degree in Educational Leadership. She can be reached at pkasloff@datcampus.org.

Imagine a small, modern Orthodox school with few staff members and few potential colleagues on the outside. Congenial relationships among staff are strongly evident. Confident and capable teachers demonstrate complete dedication to their students and professional responsibilities, share pleasant social relationships both inside and outside the school, and care about each other and enjoyed working in this warm environment. However, on a professional level, isolation was the norm.

Now compare that image to entering that same small school five years later. Still few staff members were employed inside the building, and still limited possibilities for networking existed on the outside. The pronounced difference was that in addition to congenial and social relationships, teachers shared collegial and collaborative relationships. Isolation was no longer the norm!

This is the story of the Denver Academy of Torah (DAT), the only modern Orthodox K-8 Jewish day school in a large metropolitan city. Take a comfortable seat on the balcony and watch the story unfold about how this school morphed from a traditional school with devoted teachers and leaders to an undeniably improved professional learning community that has made a significant difference in the learning of its students and staff alike.

The Story / The Players

The Leader: The leader of this school had a vision, knowing from experience that in the same way that a leader is critical to the success of an overall organization, a teacher is critical to the success of the learners in the classroom. Therefore, the vision was to strengthen the knowledge and instructional skills of all teachers and at the same time build confidence and capacity within these teachers to realize their own strengths and expertise. To be successful in this endeavor, teachers would need to be dedicated and committed to the same dream. At times it seemed like an impossible task to undertake. Teachers were extremely busy with the day-to-day demands of their jobs, and time in the daily schedule did not allow for anything more. But this leader just continued to dream.

Regardless of the challenges confronting her, this leader was doggedly determined to make this dream a reality. She had learned from decades of experience that the best way to become a master teacher and leader was to learn from and share with the masters. This sense of learning could only come about when people shared the same vision and goals. They would need to feel part of a team where they were each considered vital players. Unfortunately, this kind of environment did not result from traditional professional development or tradition school cultures where there was a top-down hierarchy. Even though this leader did not have a clear direction, she felt compelled to start the journey.

The first step was seeking financial support to begin to craft changes. Unfortunately, and yet quite serendipitously, the first grant proposal was rejected. The local community foundation instead recommended that this leader examine the latest research on professional development -- Professional Learning Communities, a practice that was taking strong hold in the public schools with increasingly promising results.

Enter the consultant. In many cases, outside consultants have had difficulty in influencing school reform because they lack understanding of the culture of the organization. In this case, the consultant had been exposed to the culture of DAT by working on various small projects over a period of four years. Her background in professional development in the public schools equipped her to examine the day school setting in comparison to the pubic school setting, and allowed her to introduce research-based practices most likely to suit this unique school environment. She recognized that DAT did not share the same vision, mission, values and goals as other organizations. Therefore, in order to be successful, she would need to design a model based on that implemented in the public schools, yet adapting it to complement the identity of the day school.

Without knowing that the leader’s dream was about to become a reality, the leader and the consultant met to discuss the models of professional development available in the public school arena. Among the most successful professional development endeavors was the concept of a Professional Learning Community (PLC). Although the leader did not recognize the label given this model, PLC was the realization of her dream.

This story could not have moved forward without the essential players -- the teachers. After numerous conversations, the leader and the consultant determined that the time was appropriate to unveil the model to the staff. In the spring of that year, the consultant introduced a basic, general overview of the concept and its accompanying practices. The reactions of the teachers were varied. Some were skeptical, and worried that this program might result in more meetings and paperwork. Others immediately anticipated the potential benefits that could result from collaborating with their colleagues.

With the arrival of the new school year, all teachers were focused on their individual classrooms, with little attention to collaborating with each other. This culture was about to change! Over the next four months, under the direction of the leader, the general studies teachers met for one hour on a weekly basis. During their meetings, the conversations evolved from superficial sharing of sometimes trivial successes to deeper, more meaningful discussions. Regardless of the fact that not everyone was enthusiastic, as the conversations deepened in meaning, the level of trust increased. Teachers expressed feelings of excitement, enthusiasm, and renewed energy upon leaving their meetings. They shared a contagious sense of motivation and inspiration, which they had not felt previously.

In addition, teachers expressed more openness to trying new ideas and practices. By discussing challenges and negative situations, they discovered strategies for turning these negative thoughts into positive, constructive actions. They especially enjoyed exchanging ideas. Their confidence increased and they themselves noticed that whatever they learned in these meetings in some way carried over to the classroom. Teachers spoke often about how thrilling it was to discover that their PLC had a positive connection with their classrooms. In the past, they had often attended meetings that were perceived as having little relevance or application to their daily classrooms. They felt that their time was not valued and that they were not respected as professionals. PLC meetings had the opposite effect. They began to discover their own capacity as experts in their classrooms, and were eager to share this with their colleagues.

As you can imagine, in a small school it was very difficult to contain the energy and passion that emanated from the general studies teachers. It was not long before the Judaic studies teachers approached the leader, asking to learn more about what was fueling the general studies teachers. As a result, the following year the PLC was extended to the Judaic studies teachers. At the same time, another community day school was invited to join the process, increasing the collaboration both within and across schools. Everyone regarded PLC as a successful endeavor.

As we continue the story, clearly, the most important players are the students. No matter how beneficial it is to have happy teachers, unless the students benefit as well, the concept of a PLC cannot be considered successful. Research supports the notion of a strong relationship between the quality of instruction and the learning of students (Schmoker, 2006). How then has the philosophy of the PLC affected students at DAT? Comments from the students themselves support numerous positive effects. Students across grade levels expressed increased confidence in their own abilities to succeed at assigned tasks. Some shared that the environment encouraged them to take chances and participate when they might not have done so previously. Teachers were very open with their students, often discussing their own learning. Students now saw their teachers in a different light, not only as teachers, but also as learners. Consequently, students began to see learning as a lifelong endeavor.

Another positive effect on students resulted from a strong focus on a particular subject area. PLC weekly meetings were devoted to improving teachers’ instruction and students’ performance in writing. When teachers met, they used common vocabulary specific to the subject and developed common expectations across all grade levels. Throughout the halls, students could be heard using the same terminology. The language of writing brought relevance to the subject of writing. Even parents were encouraged to connect the terminology used at school to the conversations that occurred at home. PLC united students, teachers, and parents.

Lessons Learned

As any of the characters in the story are quick to agree, the lessons learned throughout this process were many. First and foremost, everyone learned that change of any kind can be difficult. Even when the change is positive, people can have reservations about the outcomes. However, when people are uninformed and left to determine how changes will affect them personally, that change or innovation can be met with great resistance and hesitation. Open and honest communication must be ongoing between all parties (Fullan, 2001). In the case of this school, the teachers were informed and given time to talk about how they felt. The change did not occur immediately. During that time, the teachers spoke openly with the leader and expressed their reservations as well as their anticipation of the idea of changing their school from a traditional environment into a PLC.

Another lesson about change is that it is a process (Fullan, 2001). Many models of change are applied to organizations today, but each one suggests specific steps that need to occur along the way. The change process cannot be rushed, and everyone involved needs to be patient. Some will jump onboard immediately, while others will take the time to observe and think. Change happens to people and in organizations at different rates. Lastly, people want to know why a change needs to occur and exactly how it will benefit them. As the culture at DAT began to transform, teachers were informed about the positive aspects that would emerge from adopting the concept. Naturally, many programs proudly promote the successes that will result from using their particular award-winning program. Many times, there is no substance to those claims. Therefore, why should this PLC concept be any different? At DAT, the change happened very slowly. Instead of including the whole school from the start, only the general studies teachers were involved initially. In addition, even though all general studies teachers were expected to attend the meetings, nobody was forced to participate. Nobody felt threatened. In time, as the teachers themselves noticed the positive affects, the benefits became clear. They spread throughout the school, and it was the teachers’ own words that demonstrated what each teacher could gain by becoming an active member of DAT’s PLC. Colleagues trusted each other, and thus were willing to make that change.

Another significant lesson not to be overlooked is that even though the PLC is committed to improving student learning and student achievement the importance of the human element cannot be undervalued. A PLC offers tremendous support to all its members, new and returning. For a school to be effective, faculty members need to trust each other. They need to be open to learning and they need to be sensitive to one another. One valuable aspect of a PLC is how the members naturally validate each other’s feelings. Teachers often feel overworked, challenged, and unsuccessful in responding to all the demands of the job. The members of a PLC will listen, but they will not judge. They will provide compassion, support, and an environment where teachers are more likely to openly share their vulnerability. The PLC is a setting where feelings and the human experience are recognized and valued. It is very important to remember that a PLC is not the answer to poor instructional practices or poorly prepared teachers. On the contrary, a PLC is successful in building on teachers’ skills and strengthening them. Teachers must be recognized for their accomplishments. A PLC is a way to improve what already is working well.

Finally, the last lesson to be learned is that there will be challenges to overcome. If they are perceived as insurmountable, a school cannot become a PLC. Leaders and teachers together must find ways to overcome the barriers to a successful PLC. Time is one limitation that presents a huge challenge. However, a determined leader can become creative and work some schedule magic, if he/she truly is passionate about the PLC concept. Changing the culture of a school can be difficult, and even after a PLC has been developed, it continues to need attention. According to DuFour and Eaker (1998), “…shaping culture is a never-ending task. Like a garden, a healthy culture requires constant cultivation” (p.149) A good leader knows this to be a fact, and continuously tends to his/her garden.

The Moral of the Story

Every good story has a moral. The moral of this story is that dreams can come true. The model of the Professional Learning Community adopted by the Denver Academy of Torah follows the protocols as outlined in the book by DuFour and Eaker (1998). Their strategies have been implemented and modified to suit the needs of this modern Orthodox Jewish day school. Nothing worthwhile comes easily. Building the PLC was a labor of love and continues to be one for this leader.

I, the leader, have shared this story along with DAT’s longtime educational consultant. Together, we wanted to write the story. Our hope is that leaders and teachers in day schools across the country will gain some insight into the benefits of becoming a Professional Learning Community. We wanted others to know how a PLC strengthened our staff and how we became a strong team of learners. The true benefits of the PLC lie in what the students and teachers at the Denver Academy of Torah have gained from the collaborative and reflective practices engaged in by the faculty. The journey has had its twists and turns, and along the way the road signs have indicated “Under Construction” or “Detour Ahead” or “Caution.” However, the strength and positive results we see in our students and in ourselves drive us to continue to strengthen ourselves as a Professional Learning Community.

It’s time to step down from the balcony and begin your own journey. The results will be well worth your efforts.

The Denver Academy of Torah is grateful to the Rose Community Center for its financial support which allows us to continue with this endeavor, and to The Colorado Agency for Jewish Education (CAJE) for its administrative assistance and guidance.

References

DuFour, R., & Eaker, R. (1998). Professional learning communities at work. Best Practices for enhancing student achievement. Bloomington, IN : National Educational Service.

Fullan, M. (2001). Leading in a culture of change. San Francisco, CA: Jossey-Bass.

Schmoker, M. (2006). Results now. Alexandria, VA: Association for Supervision and Curriculum Development.