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On-Going Learning Key Part of School Improvement

by Stephanie Hirsh
RESULTS - September 1997

Would you consider going to a doctor who didn¹t keep up with the latest medical research on all diseases and their treatments? How can we expect parents and students to trust teachers unless they have the same confidence in the teacher¹s knowledge and skill in reaching all students?

NSDC's standard of continuous improvement suggests that all schools recognize the need for as well as the commitment to continuous learning for all employees. The standard recognizes that educators should never complete their education, emphasizing the importance of being "lifelong learners." By achieving such a norm, educators at all stages of their careers will see continuous improvement as a professional expectation as well as obligation.

Why is such a commitment important? Some school staff would consider their students performing high. Others might recognize a gap between the expectations for students and their performance. In either case, if one student on campus is not achieving at a high level, we need to continue to learn how to reach that student and facilitate his or her success.

A school culture that demonstrates it commitment to continuous improvement is characterized by professionals who learn every day. This norm will be evident in a school in many ways:

• Team, grade level, and/or department meetings are used to discuss teaching and learning.
• Teachers conduct classroom-based action research and some share the responsibility with a university partner.
• All staff participate in study groups that discuss the latest research and reports from their professional journals.
• Staff members belong to and participate in professional associations.
• Master teachers mentor new teachers.
• Teachers regularly observe, coach, and provide feedback to each other.

McLaughlin and Talbert have reported that teachers who participate in networks offering sustained and challenging learning opportunities were more successful in addressing the needs of their students.

These formats of continuous improvement represent a staff development format we refer to as job embedded learning. In a school committed to continuous learning, we are less likely to see and hear staff development characterized as something teachers go off to do during so many school days. Rather, staff development is part of every work day and defines the job of the professional.

This commitment to continuous learning permeates a school and its culture. The school committed to continuous learning rewards risk takers. Individuals won¹t feel the need to continue learning unless their school values new learning and supports their experiments with new ideas.

Continuous learners need support. It¹s easy to get caught up in the day-to-day task of running a school. Prioritizing time for these issues ensures that we will be more effective at meeting the needs of all children. A school committed to continuous learning has a powerful balance between teaching and learning. Staff, students, and parents benefit from that balance.

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References

Francis, S., Hirsh, S., & Rowland, E. (l994). Improving school culture through study groups. Journal of Staff Development, 15(2), 36-39.

Guskey, T.R. & Huberman, M. (ed). Professional development in education. New York: Teachers College Press, 1995.

Hirsh, S. (l995). Keeping your school improvement plan on track. Journal of Staff Development. 16(l), 2-4.

McLaughlin, M. & Talbert J. (l993). Contexts that matter for teaching and learning. Stanford, CA: Center for Research on the Context of Secondary School Teaching. Stanford University.

Sullivan, K. (l995). Stable leadership, time for reflection contribute to momentum. Journal of Staff Development, 16(l), 6-8.