Education reform plan a new way of thinking

The rising accountability enforced by new federal education laws has school districts across the country searching for a miracle cure to waning student achievement.

Many districts, including Cape Girardeau, say they have found a remedy in a reform model known as professional learning communities.

The model, which was developed by nationally renowned educator Rick DuFour, stresses professional development, the use of scientifically-based teaching methods and the involvement of teachers, students and community members in education.

"It's such a simple concept that it's almost like, duh, why didn't we think of this before," said Kevin Miller, superintendent of Charleston School District in Mississippi County. "On the other hand, it's not so simple to actually carry out. It takes time and effort."

Before taking the job as superintendent in Charleston this year, Miller worked with professional learning community concepts on the state level.

The Missouri Department of Elementary and Secondary Education has given PLC its stamp of approval, and for several years now has promoted its use through various programs.

Local educators insist the movement is not one of the passing fads that have plagued U.S. school districts for decades.

"I think this will be more effective and will last longer because, unlike past educational reforms, it's a process, not a program," Miller said.

Students won't likely see a major change in their environment, as they did in the 1970s when schools across the country embraced the idea of an "open classroom" and began knocking down walls between classes to make learning more fun.

Textbooks and materials may not change either, as they did in the 1980s when many educators replaced traditional phonics books with "whole-language" instruction to teach students the personal values of reading.

Superintendent Mark Bowles said this year is an ideal time to begin PLC in Cape Girardeau now that the district has wrapped up major construction projects and has maintenance issues in control.

PLC addresses three main questions about student achievement:

1. What do we want students to learn?

2. How will we know they have learned it?

3. What do we do when students aren't learning?

Those questions are answered through collaborative team work among teachers and administrators at individual schools.

"It's a problem-solving process, and because problems are different at each school, the solutions from school to school will be different," said Miller, who has been involved with PLC for seven years.

Because of that, most educators have difficulty assigning a set definition to professional learning communities. But the end result, ideally, is the same for every school: Increased student achievement accomplished through staff development, workshops and activities that train teachers in research-based teaching techniques, and team problem solving.

If a PLC school has a concern, such as poor test scores, a group of teachers, parents and administrators will study the issue, research proven solutions, then develop and implement a plan of action, Miller said. That action is later revisited to see if the solution is working or if changes need to be made.

For the most part, incorporating PLC into a school district is free. Most schools already spend money on annual professional development opportunities. PLC encourages districts to make the most of those opportunities by sending staff to activities on research-proven methods.

Those methods include individualizing education. Teachers make home visits, stand outside classrooms and greet students in between classes to become familiar with each student. Schools are also learning to emphasize a teacher's strengths, rather than fixate on improving weaknesses.

Proponents of the reform say the biggest investment necessary for a successful PLC is time. Teachers, administrators and even parents must designate time to collaboratively plan and solve problems.

Jackson's approach

While the district hasn't officially adopted PLC, the Jackson School District has practiced many of the model's philosophies for several years now.

"We want to avoid jumping on any bandwagons. Our idea is for teachers to feel the importance of their job and the impact it has on students," said assistant superintendent Dr. Rita Fisher.

Jackson has school improvement teams that meet regularly to develop goals for each school. The district also has teams of teachers and administrators, grouped by subject area, to study and improve curriculum.

Rick DuFour, the primary developer of the model, spoke last January during a staff development event in Jackson.

"Many of the things DuFour says are important, we're already doing," Fisher said. "His message ties it together."

DuFour, an education consultant and retired teacher and administrator, was unavailable for comment for this story.

DuFour gained national recognition for his efforts at Adlai Stevenson High School in Lincolnshire, Ill. Under his leadership, it became the first school in the country to receive the United States Department of Education's Excellence in Education Award.

He has written several books about school improvement.

The Christian Science Monitor contributed to this report.

cclark@semissourian.com

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