Process of school and instructional change

¶ … education [...] evolution and the process of how schools are changing to meet the needs of all students, using the Professional Learning Community model promoted by Richard and Rebecca DuFour and many other educators. Professional learning communities build teamwork, provide a better learning environment, and empower communities to become more involved in the educational process.

Professional learning communities involve teachers working in groups to brainstorm, study teaching methods, and come up with ideas to improve delivery and practice, study these ideas, implement them, and analyze the results. Using groups helps break down the tasks and create a team environment to problem solve and analyze methods. Studies indicate when these practices are implemented in schools; student learning improves (Joyce, 2004, p. 76). There is nothing as consistent as change, and as education moves through the 21st century, it is clear that one type of "canned learning program" does not fit all students and all teachers. Professional learning communities benefit the students, but they benefit teachers and administrators in many ways, as well.

Professional learning communities have become a model for much school improvement, and they may offer an excellent model for public schools to develop into learning environments that allow all students to be successful. Another researcher notes, "Put another way, professional learning communities within schools are important because they can reduce intra-school variation" (Fullan, 2003, p. 13). Author Fullan also maintains these communities "become more proactive with parents and the public" (Fullan, 2003, p. 43), which means teachers are no longer working as separate entities, but have partners in the classroom and in the community, and this can only lead to a more positive and successful learning environment. They are a model for the community to help everyone take responsibility for instruction and learning, and this can only be a positive step for the student and the community. In addition, they give a feeling of teamwork to teachers and administrators, and make them realize they must work as a team, rather than separate entities, to establish and reach goals and objectives. Ultimately, professional learning communities inspire "confidence and competence" (Fullan, 2003, p. 44), not only in students, but in teachers as well.

Teamwork has often been utilized in the business environment to improve performance and production, and the same principle applies in this model of professional learning communities. They build a teamwork environment in the school and in surrounding schools, and make the educators more involved in the process and development of educational methods and tools. Another important, even vital aspect of professional learning communities is their commitment to continuous improvement and results. With a team constantly monitoring the learning and teaching goals of a school, these communities can implement and continue great change and growth, using collective inquiry and personal experience to help set and maintain these goals.