Chapter Nine
Establishing knowledge sharing practices is as much a route to creating collaborative cultures as it is a product of the latter. This means that the organization must frame the giving and receiving of knowledge as a responsibility and must reinforce such sharing through incentives and opportunities to engage in it.
-Fullan, 2003, p. 86
Fullan’s quote focuses on collaborative learning and the importance of sharing practices. In my opinion, a learning community must develop a form of trust. Trust to share and accept different ideas. A trust can can hold an organization together and in the long run have an abundance of benefits for teachers, parents, students and the community being served.
Reflections
Based on Table 1.9 Institutionalizing Cultural Knowledge Through Collective Learning and Generative Knowledge in Culturally Proficient Learning Communities, the question could led ongoing discussion amongst educators in my school site is “In what ways do I develop and use a continuous improvement inquiry model to assess progress toward clearly stated achievement goals?” This question allows educators the platform for reflective thinking and share specifically on the steps taken for inquiry learning to meet the needs of students.
The question could lead to further learning for myself and my school site is “I engage in inquiry to inform my thinking and behaviors to…” This question can launch the school-wide discussion on the importance of inquiry learning and the benefits seen in classrooms. Lastly, the incomplete sentence framed questions, allows educators, parents and community members to share their own connections based on information that can best suit the students’ needs. Therefore, these questions stems allow for the reflective process to flourish with ongoing discussion.
The question could lead to further learning for myself and my school site is “I engage in inquiry to inform my thinking and behaviors to…” This question can launch the school-wide discussion on the importance of inquiry learning and the benefits seen in classrooms. Lastly, the incomplete sentence framed questions, allows educators, parents and community members to share their own connections based on information that can best suit the students’ needs. Therefore, these questions stems allow for the reflective process to flourish with ongoing discussion.
Breakthrough Reflection
The outcomes will be positive after providing the entire school with opportunities for professional learning communities. As stated on page 115, “this dialogue of [...] opportunities for deepening the conversation in a manner that is indicative of culturally proficient learning community.” As a school team, educators can learn about the students’ background to best serve them. Furthermore, the stakeholders that should be included in the learning team and be active participants in the process should be parents, teachers, administration and community leaders. In order to provide a more inclusive decision making, we must respect everyone’s voice and allow all participants to speak at the table. Some guidelines for professionalism and respect will be mentioned before each meeting within the agenda to ensure we stay on track and demonstrate professionalism as leaders in education.
Going Deeper: Three Keys
- Learning about our communities and the cultures within those communities extends and deepens our learning in a way that we educators benefit from personally and, as a result, we become more effective professionals. (Lindsey et. al, p.110) How do educators take the time within our school site to get to know our students background, if they are predominantly caucasian?
- To institutionalize cultural knowledge describes the extent to which professional learning shapes policies and practices that meet the needs of a diverse community and the extent to which professional learning opportunities are encouraged, shared, and applied both in classrooms and throughout the school and community for the purpose of improving student learning. (Lindsey et. al, p.111) How can we continue to encourage and share educators to share student learning to stakeholders on a feasible way? Should we attempt quarterly or monthly digital newsletters?
- Banks (1994) describes, the “additive” approaches and focuses on learning and how best to engage parents or guardians and community groups as partners in their students’ education. (Lindsey et. al, p.110) With the implementation of LCAP, how can we continue to share relevant information in students’ learning and allow them to become involved in leadership teams for the weak areas in the district like writing and science?
As the vital role of an educator, the information from this chapter on the importance of reflective practice and working interdependently with my colleagues. In addition, a true learning community works together instead of independently to maximize the time on shared ideas and practices. Furthermore, through reflective practice, educators can focus on structured data collection and analysis to guide our assessments and instruction. This process is crucial since our language immersion program is unique within our district, we as educators need to collaborate within the reflective process, so we can assess student’s needs, monitor their progress and plan for student achievement and to improve instructional practice. The only productive way to begin is to develop a strong learning community and become a unit of wealth of knowledge with students, parents and the community.
Resource
Lindsey, D., Jungwirth, L., Pahl, J., & Lindsey, R. (2009). Culturally proficient learning communities confronting inequities through collaborative curiosity. Thousand Oaks, CA: Corwin.
Lindsey, D., Jungwirth, L., Pahl, J., & Lindsey, R. (2009). Culturally proficient learning communities confronting inequities through collaborative curiosity. Thousand Oaks, CA: Corwin.