Instructional Learning Teams: A Case Study

Jonathan L. Brendefur, Brian Whitney, Roger A. Stewart, Joshua Pfiester, Julia Zarbinisky

Abstract


Changing teacher practices to improve student learning is a challenge. For teachers’ practices to change, faculties within schools must build communities of practice. However, supporting teachers’ collaborative learning within a Professional Learning Team can be an elusive challenge. We found through the Instructional Learning Team (ILT) model of professional development that teachers have a focused model to make effective changes to their practice. ILTs promote school improvement by providing a process through which teachers collaboratively focus on sustained reflection about student learning tasks, instruction, and student work using the Japanese Lesson Study and critiquing their work using Newmann’s (1996) Intellectual Quality framework. We followed two teams of teachers over a semester and qualitatively examined changes in four elements of professional learning: shared ideas and values, focus on student learning, reflective dialogue, and deprivatization of practice. Through the ILT process all four elements of professional learning communities increased. This process of changing practice through examining instructional tasks, practices and student work has a direct impact on helping teachers move toward implementing the Common Core State Standards (CCSS).

 


Full Text: PDF DOI: 10.5430/jct.v3n1p36

Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.

Journal of Curriculum and Teaching

ISSN 1927-2677 (Print) ISSN 1927-2685 (Online)

Copyright © Sciedu Press

To make sure that you can receive messages from us, please add the 'Sciedu.ca' domain to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.