Collaborative Coaching and Learning in Science (CCLS) An Effective Professional Learning Community Model
4. Results
1) Data (see above) show that CCLS group participants:
- Benefit from the observations and follow-up debriefing sessions.
- Implement, critique and share new teaching strategies.
- Look at student work to assess student needs and student progress and to inform instruction.
- Focus on student success, student understanding, student strengths and weaknesses.
- Give greater consideration to pedagogy and best practices in conversations with colleagues, both in and outside CCLS meetings.
- Report that they are more thoughtful about practice in their classrooms.
- Grow in confidence as teachers and teacher leaders.
- Experience improved relationships with other science teachers, contributing to trust and opportunities for working together on issues of science teaching.
- Gain some increased knowledge of the science curriculum across grade levels and content areas.
- Have a variety of relationships with the BPS science department, and are somewhat more aware of its resources and staff roles through participation in CCLS.
2) Certain characteristics are common to successful CCLS group meetings:
- Administrators support the CCLS, including helping with scheduling, encouraging teachers to participate, and prioritizing CCLS in relation to other activities and needs.
- CCLS and the Course of Study are aligned with the school's goals and mission, producing more support and less conflict with other activities.
- Teachers demonstrate and/or develop trust among one another, including allowing other teachers in their classrooms, providing authentic feedback about observations, and engaging in and contributing to the discussions.
- The feedback is authentic and includes both positive and challenging comments about teaching practice. Teachers offer suggestions about improving practice, and ask each other questions to deepen the discussion.
The teacher co-facilitator is effective at facilitating discussions, organizing and following through with communications and logistics. - Structure is followed during the meetings; there is a note-taker; each teacher has a binder that is used for the CCLS; there is a sign-in sheet and agenda.
- Discussions are focused on improving teaching practice in an area related to the Course of Study.
- Participants recognize a connection between the Course of Study and the observed lessons.
The Course of Study is chosen by the CCLS participants. - Teachers attend because they want to.
3) Three key contextual factors have emerged as most critical for CCLS initial and ongoing implementation success in any school:
- The prior existence of a moderately well-functioning science program in the school
- At least a minimal level of administrative support
- A trained facilitator with the ability to effectively lead a CCLS group
- Scheduling and logistical challenges
- Getting classroom coverage for observations
- Developing a trusting community
- Understanding the goals and expectations of CCLS
- The size of the group
- Level of administrator involvement and support
- Other conflicting professional development initiatives or school events
- Timely initiation of CCLS cycle
- Teacher and/or administrator movement or turnover
