Novice teachers as members of professional learning communities
Eve Eisenschmidt
Tallinn University
Estonia
Paper presented at the European Conference on Educational Research, University of Geneva, 13-15 September 2006
Abstract
Novice teachers’ first year at work has to do with joining the professional learning community. Teachers’ professional development and workplace learning depend on one hand on the individual, his or her motivation and readiness and on the other hand on the possibility to learn and on the learning context. Novice teachers’ coping is connected both with their level of preparation and with the organization they start to work in. Theories of community of practice and professional learning community are perspective concepts to support professional development of teachers. Implementing these theories depends on the attitudes and organizational leading skills of school principals.
In the European context induction phase is getting important in educational policies in every country. In Estonia induction year was implemented on the national level in autumn 2004. The aim of the induction year is to support novice teachers’ adjustment to school as an organization, to develop professional skills acquired in course of primary training and provide support in solving problems caused by lack of experience. Novice teachers act as members of professional learning community inside the school.
The main research questions in this presentation are: what are the specific features of teacher’s professional learning during their first years at work and is the school as an organization supporting the professional learning of novice teachers? The aim is to find out to what extent the principals value the induction year as the time for a beginning teacher to adapt in an organization and how school principals feel their responsibility for making the induction year successful, value workplace learning and the use of it in increasing co-operation between teachers; and to describe and analyze the main supporting and stopping reasons of developing professional learning communities.
This presentation focuses on one aspect of larger research. The target group comprised the principals of these schools that took part in the induction year activities. Quantitative research in the form of a questionnaire was chosen and conducted in April-May 2005. 61 principals responded to the questionnaire.
The result of the research shows that the principals of the schools that act on the basis of a learning community, value the induction year as a support system for the development of a young teacher. The research showed that the main supporting reasons for developing teachers’ professional community are: valuation of collaboration, common aims of teachers, feedback from direction to teachers` activities. The main stopping reasons are: the teachers do not concentrate in their talks on pedagogical problems, low valuation of exchanging experience, insufficient feedback from colleagues.
The theory of professional learning communities is based on the following authors – Lave and Wenger (1991), Westheimer (1998), Conway and Clark (2003), Imants (2003), Harris and Muijs (2005).
Keywords: learning community, leadership, induction year, mentoring
Theoretical background of research
Changed approach to teacher education
Teacher education is based on constructivism where the teacher is a reflective practitioner and active learner who plans, leads and evaluates his/her studying and professional development. Teacher education is a long-term and lifelong process where the teacher evaluates his/her previous knowledge in practical situations, this way construing new knowledge. The development of a teacher takes place in working context, most effectively at school and is connected with the teacher’s everyday practice. The professional development is a collegial process, schools are becoming professional learning communities. The most effective learning takes place in groups while supporting each other and giving feedback. Professional development is multidimensional and individualistic and depends on a context. School culture, social, economical and political contexts influence teacher’s effectiveness and his/her motivation to work and study.
Concept of learning community
For beginning teacher`s first year of teaching is professional learning in concrete school context (on- job learning) and joining the professional learning community. Teachers’ professional development and workplace learning depend on personal biography, previous learning experiences, passed teacher preparation program and school context (Glatthorn, 1995). The school which supports professional development is described as a cooperative organization where members work collegially, having the same aims, high expectations toward themselves and students, and the highest priorities at school are teaching and learning (Glatthorn, 1995).
Theories of community of practice and professional learning community are perspective concepts to support professional development of teachers. This theory is based on ideas of Jean Lave ja Etienne Wenger (1991), where learning is relation among people engaged in activities with and arising from the socially and culturally structured world. The theory of professional learning communities used by the following authors Westheimer (1998), Conway&Clark (2003), Imants (2003), Harris&Muijs (2005). The school as learning community is defined as an organization that engages the entire group of professionals in coming together for learning within a supportive and self- created community. In professional community teachers participate in decision making, have a shared sense of purpose, engage in collaborative work and accept joint responsibility for the outcomes of their work. The development of learning community depends on three important and interrelated components: (1) trust among teachers and supportive relations, in practice- ongoing interaction and everyday reflective dialogue (2) knowledge of development needs and understanding of continuing professional development (3) strong leadership, shared values and visions (Harris & Muijs 2005:48).
Some authors say that the term learning organization changed to learning community. But some authors see difference in concept. Huysman (2000) argues that in theory of learning organization has intervention approach which is important development of the organization as a whole. The learning community focuses on every single individual’s learning opportunities and needs.
Developing learning communities we have to focus on five aspects of organizational arrangements:
· supportive and shared leadership,
· collective creativity,
· shared values and visions,
· supportive conditions,
· shared personal practice.
All these aspects are very important supporting beginning teachers´ professional development, because learning community is the social group where experienced and beginning teachers work together, share their practice, giving feedback to each other, reconsidering previous knowledge and beliefs. Communities are intellectual, social and organizational configurations, which support teachers’ professional development offering possibilities to discuss and analyze everyday teaching practice (Conchran- Smith, M & Lytle, S. 2003). In discussions regarding beginning teachers´ induction program it is important to take into account what level are the schools that act as learning communities.
Estonian national context and induction year
In the European context induction phase is getting more important in educational policies in every country. In Estonia induction year was implemented on the national level in autumn 2004.
The aim of the induction year is to support novice teacher’s adjustment to school as an organization, develop professional skills acquired in the course of primary training and provide support in solving problems caused by lack of experience ((Õpetajate ..., 2000).
There are four parts in this process: the novice teacher, the mentor and the school leader- inside of the school and university centers as outside resource (Figure 1).
Figure 1. Parties of induction year
Transforming a school into a learning community is only possible with the sanction of the formal leaders and the active nurturing of the entire community (Harris&Muijs 2005:51). Induction program is or could be a natural part of learning community and attitudes of the school leaders are crucial influence in this process. Induction year is new initiative in Estonian schools and should support school development as a whole. There are several historical, cultural and social features which influence implementation of induction year for beginning teachers. The presumption is that the best context for beginning teachers’ professional learning is learning community.
Research questions
According to theoretical concept of professional learning communities following research questions arise: what are the specific features of teacher’s professional learning during their first years at work, and is the school as an organization supporting the professional learning of novice teachers? To what extent the principals value the induction year as the time for a beginning teacher to adapt in an organization and how school principals feel their responsibility for making the induction year successful, value organizational learning and the use of it in increasing co-operation between teachers; and to describe and analyze the main supporting aspects and obstacles of developing professional learning communities?
Method
This presentation/article focuses on one aspect of a larger research. The target group comprised the principals of these schools that took part in the induction year activities. The questionnaire was delivered in April-May 2005. 61 principals responded to the questionnaire. Additionally 16 novice teachers participated in a focus group interview and discussed the questions: How do they feel in school context? Describe your cooperation with colleagues. How do school leaders support you?
Data analyze/results
The development of learning community depends on three important and interrelated components: trust among teachers and supportive relations, in practice- ongoing interaction and everyday reflective dialogue, knowledge of development needs and understanding of continuing professional development, strong leadership, shared values and visions. Analyzing the data is built up from these three aspects.
I Knowledge of development needs and understanding of continuing professional development
Very important is understanding the ideology of teachers’ continuing professional development by teachers’ themselves and school leaders. 83% of school leaders value the induction year as support for beginning teachers’ adaptation with profession (Figure 2).
Figure 2. Influence of the induction year in school leaders` opinion.
Induction activities are connected to other teachers, especially to a mentor, but visiting other teachers’ lessons are recommended as well. 90% school leaders think that induction year promotes teachers’ cooperation (Figure 3).
Figure 3. Influence of the induction year for teachers’ cooperation in school leaders´ opinion.
It is very important that leaders value induction activities for promoting cooperation among teachers as presumption of forming learning community.
II Trust among teachers and supportive relations, in practice- ongoing interaction and everyday reflective dialogue
Common practice is that teachers work in isolation, there are few possibilities to cooperate. According to aims of the induction year first is to adapt to school culture. The mentor’s role is very important here.
Usually mentors help to understand school culture, introduce other teachers and set up everyday routines.
From interview:
I got to know, what is going on at school in a more broader meaning, it was not just English , she also introduced everything at school to me. Helped to “fit in”. She was the one, who bonded me with all other teachers during the first year. Helped me feel comfortable..
Mentor can build up the trust and support sharing the ideas:
From interview:
when she knows that I have a great idea, she just directs the conversation to that idea. Even there was no discussion about it. I think she tries to promote me in front of others
More complicated is implementing reflective practice which supports professional development of the teachers.
It came out from the interviews that the dialogue can be very shallow:
One supporter was the mentor,…, but I also get such sentences from her like, cheer up, positive feedback and just such empty encouraging sentences, but I would like to have something solid instead.
One reason is that cooperation is limited and there is no traditions to share everyday practice.
From interview:
Teachers do not discuss pedagogical problems much, the co-operation seems to be weak.
The common level of cooperation is sharing teaching materials:
One teacher has given me a lot of materials, she cleaned her cupboard and gave them to me.
A high level of co-operation willingness and organisational learning is noticed by following each others teaching practice, visiting lessons:
Many teachers have turned to me themselves and offered assistance, regarding materials mostly. But there are also teachers, who have asked me to visit their lessons, that is really nice, I think
Novice teachers notice some obstacles for teachers` cooperation.
Separation of school-levels is a problem in many school systems, it is also deepened by separation in locations
From an interview:
Primary school teachers are on the first floor, running their errans…there is no contact with them.
Novice teachers mention the age of teachers, colleagues, repeatedly. The suppressing attitude of more experienced teachers towards novice teachers has become evident from the interviews.
From an interview:
Of course young teachers communicate,…, and all older ones, there are quite big conflicts with them and I have heard some feedback about it,… that I will come and show what I have learned (modern preparation)
Novice teachers valued mentors’ support the most, but there was less satisfaction with leaders` support.
III Strong leadership, shared values and visions
The management can be separated from the teachers, in such an organisation the common vision does not develop neither organisation learning takes place:
With the management, I really can not say, the contact is minimal..
The leaders can be ignorant and distant:
I went to school with expectations that the management gives more support. If I had been just another new colleague, then I would have had the experience, I could have understood such cold attitude, but I am a novice teacher …everybody knows that and the attitude is so negative.
When the organisation functions well, the novice might have the feeling that there is no leader in the school, but in fact there is a collective management, where the principal has the main role in developing the working environment:
There is no leader in the school. Duties are shared and also responsibilities. The board, subject councils and teachers individually, they all make their decisions. On staff meetings motions and options are discussed and voted, also how the ideas will be implemented…
School aim acknowledgement
During earlier years, the stands discussing the novice teacher’s professional development stressed that the novice teacher is incapable to concentrate on activities outside the classroom. At the same time, an important pre-condition of a professional development is adjusting to the organisation, including acknowledgement of the aims and goals of the organisation.