MESLEKİ ÖĞRENME TOPLULUKLARI OLARAK OKULLAR: OKULLARDA UYGULANMASI VE GELİŞTİRİLMESİ

Okulların mesleki öğrenme toplulukları (MÖT) olarak yapılanmalarının amacı, yönetici ve öğretmenlerin destek kültürü temelinde, iyi uygulamaları ortaya koyarak öğretimi daha etkin hale getirmek ve öğrenci öğrenmelerini üst düzeylere çıkarmaktır. Bu bağlamda öğretmenler öğrencilerin durumlarıyla ilgili analizler ve değerlendirmeler üzerinde yoğunlaşarak öğrenci öğrenmelerini tespit ederler. Neyi, nasıl öğreteceklerine yönelik planlar yaparlar, yeterli hızda ve düzeyde öğrenemeyen öğrenciler için eylem planları hazırlayarak öğrenmedeki niteliği artırmaya çalışırlar. Başarılı öğrenme ürünleri ortaya koymaya çalışırlar. Aynı zamanda hızlı ve yeterli düzeyde öğrenen öğrenciler için de çalışmalar organize ederler. Mesleki öğrenme topluluğu anlayışının yoğun olduğu okullarda okulun teknik özü olan öğrenci öğrenmelerine odaklanılır. Öğretme daha geri planda yer alır. Çünkü öğretme belirli bilgilerin kavratılmasıyla ilgili iken öğrenmede öğrencinin bireysel özeliklerine, duygusal, bilişsel ve davranışsal niteliklerine dikkat edilir. Yani öğrenme de öğrenci özel biri olarak görülür. Bu bakımdan mesleki öğrenme topluluklarının çalışmaları bütün öğrencilerin öğrenebileceği ve başarılı olabileceği bir okul ortamını hedefler, iyileştirme ve geliştirme çalışmalarını kapsar. Böylece eğitimin daha nitelikli olmasını sağlar. Araştırmada okulların mesleki öğrenme toplulukları olarak yapılanmalarıyla birlikte öğrenci öğrenmeleri ve eğitim niteliğindeki olumlu sonuçlarının konuya olan ilgiyi artırdığı görülmüştür. Bu bağlamda uluslararası alanyazında mesleki öğrenme toplulukları olarak okulların farklı özelliklerinin yoğun biçimde incelendiği tespit edilmiştir. Bunun aksine ulusal alanyazında konuyla ilgili çalışmaların henüz yeni olduğu ve konunun farklı yönleriyle ele alınması gerektiği görülmüştür. Dolayısıyla bu çalışmada mesleki öğrenme topluluklarının kavramsal çerçevesi, temel varsayımları, teorik temelleri, hedefleri, boyutları, uygulama örnekleri incelenmiş, tartışılmış ve Türkiye'deki okullarda uygulanabilmesine yönelik bazı önerilere yer verilmiştir

SCHOOLS AS PROFESSIONAL LEARNING COMMUNITIES: DEVELOPMENT AND APPLICATION OF THE CONCEPT IN SCHOOLS

The purpose of restructuring schools as professional learning communities (PLCs) is to make instruction more effective and maximise student learning through administrators' and teachers' implementing better practices based on a support culture. In this respect, teachers identify student learning by focusing on analyses and assessments on students' performance. They make plans regarding what and how to teach, and try to enhance the quality of learning by preparing action plan for students who cannot learn at the desired rate and level. They attempt to reveal successful learning products, and organise activities for students who learn quickly and sufficiently. In schools that have an emphasis on the understanding of a professional learning community, the focus is on student learning that is the technical essence of the school, and instructing is emphasised less. This is because instructing is about making students comprehend certain pieces of information, while learning makes references to their individual, emotional, cognitive and behavioural characteristics. In other words, a student is regarded as special in learning. From this perspective, the practices of professional learning communities aim to have a school environment in which all students can learn and succeed, and includes activities of improvement and development. In this way, they ensure higher quality of education. In this study, positive contributions of the restructuring of schools as professional learning communities to student learning and the quality of education are found to increase the interest in this issue. Different characteristics of schools as professional learning communities are observed to be widely examined in the international literature. However, in the Turkish literature, studies on professional learning communities are quite new, and this phenomenon need to be examined from different aspects. Therefore, the present study focuses on the conceptual framework, basic assumptions, theoretical foundations, objectives, dimensions and samples of professional learning communities, and provides suggestions regarding its implementation in Turkish schools Professional learning communities improve student learning and teaching in schools (Hord, 1997). Schools monitor and assess student achievements with professional learning communities, make more detailed examinations (Johnson, 2012; Morrisey, 2000) and try to solve learning and teaching-related problems (Darling-Hammond and Sykes, 1999; DuFour and Eaker, 1998). On the other hand, various and model practices among different teachers are learned with the cooperation among colleagues (Mangrum, 2004), good practices in education become widespread in schools (Hiebert and Morris, 2012), the improvement of teachers that are not sufficient at the professional level is ensured, and thus, school capacities are increased (Wang, Wang, Li and Li, 2017). As can be understood from these statements, it can be said that the approach of professional learning communities plays a vital role in increasing the qualification of education in schools and increasing the quality of learning, the most basic duty of the school. Therefore, in this study, the structuring of schools as professional learning communities is examined. On the other hand, there is a limited number of studies on the subject in the national literature (Dervişoğulları, 2014; Kalkan, 2015; Kılınç and Özdemir, 2016; Kılınç and Öğdem, 2013; Öğdem, 2015). Thus, there is a need for new studies that explain the conceptual structure related to this subject and introduce the forms of practices of professional learning communities in schools. In this context, some proposals for the conceptual framework of professional learning communities, basic assumptions, theoretical foundations, objectives, dimensions, practice examples and application in the Turkish National Education system were included. Professional learning is an increase in the knowledge, skills, and experience of individuals in their professions. Within this process, a teacher constantly questions himself/herself, thinks about what and how a student learns and improves himself/herself (Timperley, Wilson, Barrar and Fung, 2007). It is observed that professional learning communities focus primarily on student learning and how students learn (Hord, 1997). With reference to the idea that the concept of the professional learning community can be learned in organizations, it is stated that it first emerged in the business sector (Thompson, Gregg, and Niska, 2004). Walker (2002) states that the origins of the concept of the learning community were influenced by Mary Follett’s constructive conflict, transformational leadership of Burns, Senge’s learning organization, Max Weber’s system theory, and Getzel and Guba’s social system theory. In this study, on the basis of developing professional learning communities in schools, the concept of the professional learning community, its theoretical substructure, dimensions, basic assumptions, basic questions for assessing student learning, studies on its functionality and development, and practical examples in school are emphasized, respectively. In this context, according to different research results in relation to professional learning communities, a discussion about the educational institutions in Turkey being developed as professional learning communities was made and some proposals were developed. According to this study, it is observed that practices of professional learning are performed on a school basis. It is stated that there are school and school-based professional development practices in the professional development of teachers and functionality of learning communities (Kılınç and Öğdem, 2013; McLaughlin and Talbert, 2006; Stoll, Bolam, McMahon, Wallace and Thomas, 2006). These school-based practices refer to teaching activities for improving student learning and to the developing these teaching activities (McLaughlin and Talbert, 2006). The analysis and assessment of different data belonging to students, the discussion of factors that cause success or failure, and the development of proposals to make teaching practices more efficient are regarded to be important in school-based practices (Barth, 1990; Lee and Kim, 2016). In the education system in Turkey, group/department meetings or inservice training are performed in schools. However, it is observed that attitudes towards these meetings and training are not at a positive level and managers and teachers cannot carry out these studies effectively (Ayvacı, Bakırcı and Yıldız, 2014; Demirtaş, Üstüner, Özer and Cömert, 2008; Karasolak, Tanrıseven and Konokman, 2013; Maden and Gedik, 2011). In this respect, it can be proposed that these meetings and training should be structured on the basis of the professional learning community by focusing on school-based studies. However, this structuring should not be in such a way to increase the workload of the teacher because it is stated that forcing teachers to participate in more activities can become an unwieldy management task for teachers (Lee and Kim, 2016). Therefore, school-based practices should be planned by taking into account the environment and conditions of schools. Awareness studies can be conducted to help administrators and teachers understand how schools can be improved within the context of the professional learning community and understand the processes. In this context, it is observed that different guidebooks have been prepared to create awareness in teachers and guide them, particularly in the West. These guidebooks can contribute to the creation of a common language related to practices for the improvement of student learning in schools. According to DuFour and Marzano (2011), the formation of a common language in schools as a professional learning community and the recognition of main concepts are important in terms of understanding what is wanted to be done in a school by employees. However, if teachers are given more applicable and concrete studies, there may have more beneficial and effective results in terms of both time and ease of practice. On the basis of learning communities, some concepts are observed to be at the forefront. These include the cooperation and information sharing on the basis of education improvement, continuity in learning, databased assessment, action research, evidence-based assessment, goal setting for teacher learning, focusing on teaching, norms and values, experience sharing, reflective thinking, leadership sharing, and systematic assessment studies and decision-making cycle (Jolly, 2008). Therefore, school administrators can carry out studies with teachers for teachers to comprehend and interpret these concepts. Course groups, class groups, professional learning teams between different grade levels can be formed in schools. In addition to this, learning community teams can be formed at interdisciplinary, inter-grade levels or different grade levels (Jolly, 2008). The formation of these teams can be shaped according to the environment and conditions of primary schools, secondary schools, and high schools. It is observed that school diversity, the number of students in classrooms, and school conditions vary in the National Education system. In this context, each school can form its own teams according to the difficulty of courses and the type of the school, with an understanding of a data-based assessment. It can be stated that school administrators have important roles in the improvement of effective teaching and student learning in schools because in Turkey, teachers do not have enough opportunities to improve themselves after they start practicing their profession. In this regard, school administrators have a crucial importance. It may be more useful in this context if it is tried to establish a school culture that encourages the participation in the activities of professional learning communities. It is also important that school administrators take an active role. School administrators develop the professional learning community by exhibiting certain behaviors. For this development, school administrators encourage the determination of the aims of professional learning communities and student needs. They make plans that will facilitate the cooperation in the school. They create environments in which teachers can monitor each other’s practices. They try to establish a democratic school structure. They discuss student learning with teachers based on data and take decisions on the implementation (Hord, 2009, pp. 42-43). They focus on collective success in schools. At the same time, they plan how they will monitor teaching with teachers. They examine at what level practices in the school ensure learning. They form a structure in which each teacher takes responsibility and follows each other. They regularly control learning outcomes and make joint assessments. They help solve the problems faced. They plan additional time for student learning (DuFour and Mattos, 2013, pp. 37-39). It is observed that within the frame of professional learning, teachers ask questions about student learning together, seek solutions together, go into action and make assessments. In other words, teachers are expected to think about teaching activities. In this respect, it can be said that the decision-making cycle will be beneficial for teachers to focus on the right questions and make more consistent decisions. In other words, using this cycle, effective teaching activities and student learning can be systematically assessed. Thus, it will be determined what teachers and administrators will do on specific subjects related to teaching and student learning and decisions can be taken by making more effective assessments. The approach presented by Huffman and Hipp (2003) in the development of the professional learning communities of schools may have some beneficial results in terms of student achievements and effective teaching practices. This approach presents a three-stage strategy for the development of professional learning dimensions. These are the initiation, implementation, and sustainment steps. Therefore, each school can determine the professional learning dimension it is weak at and conduct studies for strengthening, initiating, implementing, and sustaining these dimensions. On the other hand, studies can be concentrated on the dimensions of effective teaching and student learning. Therefore, activities related to the dimensions of shared personal practices that emphasize the observation of collective practices and effective practices emphasizing collaborative learning can reach certain levels with the approach presented by Huffman and Hipp (2003).Summing up the above statements, in a comprehensive literature study, Stoll, Bolam, McMahon, Wallace, and Thomas (2006, pp. 231-243) state that professional learning communities can be improved by strengthening the four basic dimensions in schools. These are focusing on learning processes, trying to do best with human and social resources, managing structural resources well, and interacting with the external environment. These dimensions and their properties are examined in detail as follows: (i) The dimension of focusing on learning processes: This is being an expert in the profession and being able to develop oneself, to learn in school, to use the data for self-assessment, to prioritize the support of collective learning. It also emphasizes the leadership skills of administrators, a learning culture in the school, the focus on student and teacher development and learning outcomes, the spread of leadership on a broad base, and good control of learning groups. (ii) The dimension of trying to do the best with human and social resources: It emphasizes the trust and positive working environment in the school and the ability to deal with problems such as a conflict or incompatibility in the group. (iii) Good management of structural resources: It emphasizes providing sufficient time for teachers to come together, the presence of suitable places for professional learning studies at school, and teachers’ not feeling themselves separate from the school community. (iv) Interacting with the external environment: It emphasizes the professional support by the Ministry, the schools’ being in relationships enhancing their activities with the environment, using environmental facilities for schools, and building networks to develop learning with other schools. It is also stated that a strong community can be established based on some social practices. These are to value colleagues, to care about mutual information sharing, to share, and to be open to criticism. These also include interaction-based learning and practices, empowering colleagues, thinking about student learning, and adopting the thought of us (Lieberman and Wood, 2002, pp. 22-32). As can be understood from these statements, it can be stated that it may be possible to establish many structures technically for the development of learning communities in schools, but without the social support and interaction, these communities cannot reach success. In order for schools to be improved as a learning community, the organizational characteristics of schools should be well known and, according to these characteristics, the practices of learning communities should be structured. Also, administrators in the school management should make plans that will facilitate the formation of the learning community. In this context, opportunities should be created for teachers to monitor and assess students and meet with colleagues. It is observed that the planning, implementation, coordination, and assessment steps of learning communities should be followed well in their school practices. It can also be suggested that administrators should take active roles and activities should be planned for motivations, adaptation to changes, and contributions of professional learning communities. It is technically possible to establish a professional learning community structure in schools. However, it can be speculated that without social support, interaction, and cooperation, it will be difficult for schools to achieve success as a professional learning community. However, it is important to focus on human resources for schools to be structured as professional learning communities. On the other hand, it can be said that the formation of a culture that is focused on analyzing, improving, and assessing the results of student learning in schools, that is, of making data-based decisions and implementation, will strengthen learning communities. According to this study, it can be stated that studies assessing professional learning communities in the context of the school are limited in the national literature, and there is not adequate study in this area. In this context, it is observed that Dervişoğulları (2014), Kalkan (2015), Kılınç and Özdemir (2015), Kılınç and Özdemir (2016), Kılınç and Öğdem (2013), and Öğdem (2015) discuss the professional learning community in the context of the school. Therefore, it can be stated that there is a need for new empirical and theoretical studies on the formation and expansion of the literature in this area. In this respect, in schools, the relationship between organizational and individual variables and the levels of being a professional learning community can be examined. Furthermore, qualitative research methods and successful professional learning practices can be analyzed, and more detailed results can be reached for their improvement in schools.

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Turkish Studies (Elektronik)-Cover
  • ISSN: 1308-2140
  • Yayın Aralığı: Yılda 4 Sayı
  • Başlangıç: 2006
  • Yayıncı: Mehmet Dursun Erdem