The experience of a professional community: teachers developing a new image of themselves and their workplace

Abstract

This paper presents a study of a secondary school in Queensland, Australia, involved in an innovative change process called IDEAS (Innovative Design for Enhancing Achievement in Schools). This process of change centres on the action of teachers in classrooms rather than change in organizational structures. Our main ndings illustrate how a group of teachers created a professional community through their participation in the process. We found that shared understanding developed through professional learning can impact on action in the classroom. However, the sustainability of this action within the organization will depend on the established professional community's ability to create a broader 'school-wide' understanding of these new relationships. It will also require developing a new image of teacher and student and their workplace. Through their development of this image, the teachers are in the process of creating a school for students of the twenty-rst century, in line with their vision.

Workplace Romances on the Example of Partner Selection Among Teacher-Couples - Student Teachers’ Perceptions

“…When the partner shares the same values and experiential world, they can enhance each other's professional growth in teacherhood. The favorable professional growth begins already in teacher training, and the partners can help each other become aware of their possibilities and restrictions, and adoption of professional ethics and acceptance (Määttä & Uusiautti, 2013b), and how they perceive their roles in the work community (Andrews & Lewis, 2002). The school community can include many cultures and their values, norms, and roles determine how the community acts (see Randless, 2011).…”

Fostering teacher community development: A review of design principles and a case study of an innovative interdisciplinary team

“…The second level describes the joint effect of the set of interventions as expected. The group has established a set of shared goals to which the group members are committed Andrews and Lewis (2002), Barab et al (2001), Brettschneider and Mather (2005), Hanraets et al (2006), Kain (1998), Palincsar et al (1998), SREB (1994, Benson et al (2001), Hamalainen et al (2006), Korhonen (2001), Wageman et al (2005), Moller (1998), Wilson et al (2004) 2. Discuss group norms for interaction Because all group members are involved in discussion about group norms, every group member feels heard and feels that his/her opinion is valued.…”

A school wide approach to leading pedagogical enhancement: An Australian perspective

“…The Vision-SWP link provides focus for collaborative action, resource allocation and holistic professional learning (Andrews & Lewis, 2002, 2004, 2007Louis et al, 1996). Participating IDEAS project schools use the RBF at a number of junctures during their IDEAS project journeys, commencing with a systematic approach to organisational diagnosis using the IDEAS Diagnostic Inventory (DISA) at the Discovery phase of the process.…”