The role of 'accomplished teachers' in professional learning communities: uncovering practice and enabling leadership

This paper describes the signature role played by accomplished, experienced teachers in professional learning communities, and the importance that these practitioners make their teaching public and shared. In so doing, the authors describe how accomplished practices can be shared between classrooms...

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Bibliographic Details
Published in:Teachers and teaching, theory and practice theory and practice, 2009-08, Vol.15 (4), p.459-470
Main Authors: Lieberman, Ann, Pointer Mace, Désirée H.
Format: Article
Language:English
Subjects:
California
Communities of Practice
Educational Change
Educational Environment
educational reform
Experienced Teachers
Inservice Teacher Education
Institutes (Training Programs)
Leadership Training
Learning Processes
Multimedia Materials
multimedia representations of teaching
Professional Development
professional learning communities
Program Descriptions
Program Effectiveness
records of practice
Summer Programs
Teacher Effectiveness
Teacher Leadership
Teacher Role
Teaching Methods
technology and teacher learning
Video Technology
Vignettes
Writing Instruction
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Summary:This paper describes the signature role played by accomplished, experienced teachers in professional learning communities, and the importance that these practitioners make their teaching public and shared. In so doing, the authors describe how accomplished practices can be shared between classrooms and between practitioners with varying levels of experience. The authors examine five different examples, three from programs developed by the Carnegie Foundation for the Advancement of Teaching and two studies done on and with the National Writing Project, and ask: how do teachers learn by uncovering their own teaching practices? What conditions support teacher learning? And lastly, how do teachers learn to lead in professional communities and contribute to educational reform? The authors conclude that robust, lasting professional development must begin with what teachers know and do, effecting educational reform from within the classroom.
ISSN:1354-0602
1470-1278
DOI:10.1080/13540600903057237