Collaborative professional development: Whole-Faculty Study Groups

Collaborative professional development: Whole-Faculty Study Groups Lanna Gregory

Whole-Faculty Study Groups

The Whole-Faculty Study Group system is a job-embedded, self-directed, student-driven approach to professional development designed to build communities of learners in which professionals continuously strive to increase student learning. (Murphy and Lick, 2005)

Guiding Principles of whole-faculty study groups

Students are firstEverybody participatesLeadership is sharedResponsibility is equalThe work is public

Functions of Whole-Faculty study groupsTo support the implementation of curricular and instructional innovationsTo integrate and give coherence to the schools instructional strategies and programsTo target a school wide needTo study the research and latest developments on teaching and learningTo monitor impact of innovations on students and changes in the workplace

Process Guidelines for whole-faculty study groupsKeep the size of the study groups to no more than sixEstablish a regular scheduleEstablish group norms at the first meeting of the study groupEstablish a pattern of rotating group leadershipComplete a Study Group Log after each study group meeting that is shared with the whole facultyEncourage members to keep an Individual Reflection Log that is for their own personal and private reflectionMake a comprehensive list of learning resources, both material and humanInclude training in the study groups agenda

Role of the principal in whole-faculty study groupsBeing involved in the WFSG processKeeping study groups focusedUsing the decision-making cycleSharing the workUsing dataSupporting core practicesDealing with reluctant teachersCelebrating work and success

Whole-Faculty Study Groups