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Benjamin Stewart
Abstract
This paper looks at how transforming schools to a learning community involves all stakeholders.
community between systems. Additionally, administrators also must collaborate with teachers in
establishing a vision and collective commitments that state the action-oriented responsibilities of
the group that end up driving the transformation process overall. It was determined that common
learning community principals apply to all stakeholders, regardless of their level of involvement
within the network: a) everyone has a voice; b) decisions for the group are reached by consensus;
and c) individual stakeholder goals are respected as well as the goals and objectives of the group.
Transforming Schools 3
to a collectivist perspective. Establishing desired results means attending to the goals and
objectives of both the participants and the community as a whole. Changing from the “I” to the
“We” involves designing, implementing, and managing a shared vision throughout the
community in such a way that empowers teachers to share and reflect on best practices, thus
driving to increase student achievement. Specifically, teachers, students, and administrators each
have a particular role in how they interact in the learning community. To the degree that schools
can transform into a learning community depends on the level of involvement of all stakeholders.
Administrators
Administrators have a key role in the transformation process due to their direct
communication they have with all stakeholders (e.g., community, school board, teachers,
students, and parents). The superintendent, for example, creates a bond between the school and
community through a variety of forms of communication: mass, direct, small group, and person-
to-person. In order to promote beneficial school attributes to the public – like a professional
learning community – Bagin, Gallagher, and Moore recommend a more direct form of
communication that includes “case statements, letters, direct mail, prospectuses” etc. (2008, p.
79). School-community relations inform taxpayers on how their tax dollars are being spent.
Policy committees that involve administrators, teachers, and civil leaders bridge school and
community by having both groups work towards a common goal. The way in which a policy
Principals seeking to establish a shared school vision must reach out to teachers in a
similar fashion as superintendents do to reach out to the community. Instead of principals and
other administrators establishing a vision that is then imposed on the rest of the stakeholders, a
bottom-up approach involves teachers and students in the decision-making process. For
2. What are three things you like and dislike about school?
6. When you need additional academic or personal advice, who do you turn to? Why?
2. Describe the ideal student after spending three years at our school.
The point is to hear everyone´s comments, not leaving anyone out. Each person has a voice and
the opportunity to express an opinion, and once everyone has been heard, then a collective
A collective commitment is how schools will reach their vision. DuFour, DuFour, and
Eaker (2008) use if/then statements to present action-oriented solutions to address particular
visions in the following way: If + school vision, then + collective commitment. Just as teachers
and students were included in the developing the vision, they too should be included in
administrators and teachers whereby principals, for example, impose their own particular vision
The classroom as a learning community has been greatly influenced by technology. Dron
and Anderson (n.d.) make a distinction between “groups”, “networks”, and “collectives”, which
defined as typical classrooms that maintain the traditional roles of teacher and student whereby
content delivery is dictated solely by the teacher with little choice given to the student. In
appliances and affords the learner various options in information delivery (i.e., books, blogs,
wikis, learning management systems, etc.). A collective is similar to networks except the
participation provides the means of selecting pertinent information from a wide variety of
community takes the strengths of each of these entities so that students collaborate on group and
individual goals, have a degree of choice as to how they would like to receive information, and
are given the opportunities to self-correct and self-reflect on their own participation in a non-
threatening way. As administrators do with their teachers, so too much teachers do with their
students. Negotiated, meaningful, and purposeful dialog between teachers and students take the
learning process through a series of give-and-take exchanges that lead to a more communal
environment.
Another approach to creating a learning community within the classroom is through the
notion of mobilization. Price´s push for more parental and community involvement stresses the
Transforming Schools 6
among minority groups. He encourages the importance of student motivation, the celebration of
achievement, and the promotion of academic success (2008). Recognizing publically (i.e., in
schools, in communities, and with parents) student accomplishments help students feel valued.
In many cases, students do not get the support they need at home (Price, 2008), so schools offer
an opportunity to do just that. This supports Sergiovanni´s “motivational „rules‟” where he put
forth that extrinsic, intrinsic, and moral aspects of motivation drive behavior (1999, 55). The
moral aspect of motivation in particular is often culturally driven and should be accounted for
when implementing classroom activities and performance tasks that give students exposure to an
Classrooms of today are often reflective of the global society that it is. Teachers are
often dealing with a diverse set of cultures, each having a different perspective on what the role
should be for the teacher and student. Adapting to culturalization for the student can be more
complicated when parents are slow to adapt to the target culture as well. Rothstein-Fisch and
Trumbell (2008) address this situation by explaining the importance of acceptance and
norms) and collectivism (i.e., a variety of immigrant cultures) together. Having students and
teacher understand each of the cultures being represented in the classroom allows students to
better understand the outside world as well. Communication with parents and supporting them
as they adapt to cultural norms is an additional role teachers should embrace. Again, in a
cultural sense, a learning community relies greatly on how stakeholders collaborate in dealing
Conclusion
Transforming schools into learning communities requires the active participation of all its
relations that bridge the community to the school by providing ample information about how the
school is being run. Moreover, administrators must maintain a collaborative and collegial work
environment that permits teachers to have a voice in the change process. Similarly, teachers
must establish the classroom as a learning environment so that students have a voice as well.
Goals and objectives of the group are discussed in a way that respects individual goals and
differences, and cultural differences must be appreciated through instruction and assessment
practices that bring out the strengths of each of the learner. The entire transformation to a
learning community requires the participation of the entire learning network: civic leaders,
community between a school and its community or at the classroom level, the principal elements
are the same. A democratic approach enables all stakeholders to feel they have the right to
participate in the transformation process - a process that is ongoing and promotes continuity
when the members of the learning community change over time. As Blase and Blase mention as
“supportive and shared leadership”; b) “shared values and vision”; c) “collective learning and
experiences]” (2004, pp. 178-181). A learning community establishes kinship and a space for
people to work together towards a common objective. Schools that continue the process of
transforming themselves into a learning community will be in a better position to offer a better
References
Bagin, D., Gallagher, D., and Moore, E. (2008). The school and community relations. New York,
NY: Pearson.
Blase, J. and Blase, J. (2004). Handbook of instructional leadership: How successful principals
Dron, J. and Anderson, T. (n.d.). Collectives, networks, and groups in social software for e-
http://www.editlib.org/index.cfm/files/paper_26726.pdf?fuseaction=Reader.DownloadFu
llText&paper_id=26726
DuFour, R., DuFour, R., and Eaker, R. (2008). Revisiting professional learning communities at
work: new insights for improving schools. Bloomington, IN: Solution Tree (formally
Price, H. (2008). Mobilizing the community to help students succeed. Alexandria, VA:
Siemens, G. (2005). Connectivism: A learning theory for the digital age. eLearnspace:
http://www.elearnspace.org/Articles/connectivism.htm