ERIC ED452586: Co-Developers: Partners in a Study of Professional Learning Communities.

10 Pages·2000·0.18 MB·English

by  ERIC

DOCUMENT RESUME
EA 030 934
ED 452 586
Cowan, D'Ette; Capers, Melissa
AUTHOR
Co-Developers: Partners in a Study of Professional Learning
TITLE
Communities.
Southwest Educational Development Lab., Austin, TX.
INSTITUTION
Office of Educational Research and Improvement (ED),
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Washington, DC.
2000-00-00
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9p.; Theme issue. Published biannually.
NOTE
RJ96006801
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SEDL, 211 East 7th Street, Austin, TX 78701-3281. Tel:
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For full text:
http://www.sedl.org/change/issues/issues82/welcome.html.
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Collected Works
PUB TYPE
(141)
Issues...about Change; v8 n2 2000
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MF01/PC01 Plus Postage.
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Community Involvement; Cooperation; *Cooperative Learning;
DESCRIPTORS
Educational Change; *Educational Principles; Elementary
Secondary Education; Leadership; *Leadership Styles;
*Participative Decision Making; *Professional Development;
Professional Training; *School Community Relationship;
School Support
*Learning Communities; Southwest Educational Development
IDENTIFIERS
Laboratory
ABSTRACT
Managing and leading educational change entails a great
degree of complexity and uncertainty and remains a pressing challenge for
administrators. This work documents lessons learned from a national study on
the concept and development of the Creating Communities of Continuous Inquiry
and Improvement project of the Southwest Educational Development Laboratory
(SEDL). A review of research by SEDL highlighted the educational benefits of
professional learning communities (PLCs), and identified their five defining
characteristics, including supportive and shared leadership, shared values
and vision, collective learning, supportive conditions, and shared personal
practice. To better understand how PLCs evolve, SEDL initiated a 3-year
project, including creating a corps of educational professionals
("Co-Developers") willing and able to act as external change agents in
schools. Providing resources and scheduling regular meetings, SEDL stimulated
deep and ongoing dialogue regarding the essential elements of PLCs.
Co-Developers organized a conference with teachers and principals from 20
schools to better promote understanding and cooperation and to overcome
apprehension about change among school personnel. The Co-Developers provided
valuable data to SEDL through a variety of instruments, including surveys,
narratives, visual displays, and reports. While reliable measurements are
elusive, SEDL believes the project helped disseminate valuable information
about PLCs that will help schools make needed improvements in practice
nationwide. (Contains 11 references.)
(TEJ)
Reproductions supplied by EDRS are the best that can be made
from the original document.
U.S. DEPARTMENT OF EDUCATION
Office of Educational Research and Improvement
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
CYThis document has been reproduced as
received from the person or organization
2000
originating it.
Volume 8, Number 2
Minor changes have been made to
improve reproduction quality.
Issues.
Points of view or opinions stated in this
document do not necessarily represent
official OERI position or policy.
about Change
Co-Developers:
Partners in a Study Of Professional Learning Communities
PLC schools provided for both teachers
Changing schools is highly challenging,
and students. In PLCs, staff experience
complex and messy work. Although it is not
reduced isolation (Lieberman, 1995;
unlike change undertaken in other types of
McLaughlin, 1993); increased
organizations, some would propose that
commitment and vigor to the mission and
educational change entails more than the
goals of the school (Lee, Smith &
average amount of complexity and
Croninger, 1995; McLaughlin, 1993);
uncertainty.
greater commitment to change (Bryk,
Easton, Kerbow, Rol low & Sebring,
How to manage, guide, and lead such
1993); higher levels of trust (Kruse &
change in schools has been an enduring
Louis, 1995); and greater opportunities
question. During the eighties, the research
for professional development that connect
clearly indicated that the role principals
individual needs with the school's
played was of great importance. However,
collective mission.
in the nineties, an emerging literature
began to report a more democratic and
Students in PLC schools had decreased
participatory approach, one that invited all
dropout rates and fewer classes
professionals on the school staff into
"skipped;" lower absenteeism rates; and
inclusive leadership focused on school
greater academic gains in reading, math,
change and improvement. School staffs
science, and history than did students in
operating in this way came to be known as
traditional schools (Lee, Smith, &
professional learning communities (PLCs)
Croninger, 1995). These researchers also
(Hord, 1997).
found smaller achievement gaps between
students from different backgrounds in
The purpose of this Issues paper is to report
PLC schools.'
one aspect of a national study focusing on
the concept and development of Co-
The literature review SEDL conducted
Developers in the Creating Communities of
also helped to identify the five defining
Continuous Inquiry and Improvement
characteristics, or dimensions, of a PLC:
(CCCII) project at Southwest Educational
supportive and shared leadership, shared
Development Laboratory (SEDL). The
values and vision, collective learning and
paper focuses on the concept, selection, role
application of that learning, supportive
definition, preparation, support, and
conditions, and shared personal practice
development of a group of Co-Developers
(Hord, 1997). Through its research
that engaged with SEDL in the work of
conducted from 1995-1998 on existing
school improvement.
PLC schools, SEDL developed a deeper
understanding of these five dimensions
Through its 1997 review of the literature
in action, as well as some insight into
regarding PLCs (Hord, 1997), SEDL had
strategies for creating PLCs. While this
come to understand the substantial benefitg
2
Southwest Educational Development Laboratory
[phone]
211 East Seventh Street, Austin, Texas 78701
AVAILABLE
BEST COPY
research revealed much about the way the
of the region known to have special interest
schools existed at the time of the studies,
in school improvement, to join the Creating
they did not impart rich descriptions of how
Communities of Continuous Inquiry and
they came to be PLCs. Only through
Improvement (CCCII) project, known
more
studying schools in the process of developing
informally as the PLC Project. Thirty
a community of professional learners could
individualspractitioners and consultants
the full, rich detail of such an endeavor be
from higher education faculties, state de-
captured.
partments of education, intermediate edu-
cation agencies, local education agencies,
Therefore, SEDL designed a three-year
campuses, and another regional education
project aimed at learning how schools de-
laboratoryexpressed an interest in par-
velop as professional learning communities
ticipating in the project. Although knowl-
.
The project's first challenge was determin-
edgeable in their own areas of expertise and
ing how to meaningfully organize and staff
experience, none of the participants was
such an effort. After reviewing laboratory
expected to enter the study with all the
resources, but more importantly, reviewing
skills they would require as Co-Developers.
SEDL's previous experience in working
Instead, they would partner with SEDL in a
with practitioners across the region's educa-
journey of discovery, on which they would
tional system, an innovative idea emerged.
be expected to act in four capacities:
Why not invite colleagues from the Leader-
ship For Change Cadre2 to participate in
1. As colleagues in a professional learning
fleshing out the design and implementation
community of Co-Developers. SEDL
of a project that would increase understand-
recognized the importance of giving Co-
ing about creating PLCs while doing this
Developer individuals firsthand, experi-
work in local schools? Thus was born the
ential learning about what it is like to be
part of a PLC, so they might have a
idea of creating a corps of education profes-
sionals from this previous cadre, called Co-
meaningful understanding of what PLC
is and how it operates.
Developers, who were able and willing to
enter schools as external agents of change.
2. As external facilitators and field-based
developers in their schools. Serving as
The purpose of these Co-Developers would
be to initiate and support school
an external change agent or facilitator is
improvement efforts using strategies that
a very demanding role, requiring a wide
developed an infrastructure for continuous
array of capacities. This was the pri-
improvement and inquiry, the very essence
mary role to be played by Co-Developers
if they were to help their schools operate
of a PLC. SEDL's role would be to support
as PLCs. Their preparation for this role
and nurture Co-Developers' capacities
was an imperative.
individually and as a community of learners
to help them work effectively in their
3. As contributors to applied research.
schools. The next section explains the
Being able-to maintain records of their
concept of Co-Developers, reports how they
actions in the schools, their plans, and
were selected, and describes each of the four
subsequent reflections on the effects of
roles Co-Developers would play.
executing their plans would provide the
project with information about what
Conceptualizing the Co-Developer
worked and what didn't in creating
Roles
PLCs, and under what circumstances.
Preparing Co-Developers to produce and
maintain records of their work was
In the fall of 1997, SEDL invited selected
highly important in documenting their
colleagues from the Leadership for Change
cadre within the region, and a few outside
experiences at their school sites.
SEDL
2
4. As disseminators of information about
Co-Developers to interact with one
the project to other audiences. In order
another to help them develop strong
to "scale up"3 the creation of PLCs and
professional relationships that would
the sharing of procedural knowledge
sustain them in their work ahead.
for doing so, Co-Developers would
make presentations to conferences and
Subsequent meetings throughout the first
publish in education journals so that
six months of the project were designed
this information would be widely
primarily to prepare Co-Developers for
their work in the field. At the second
available.
meeting of Co-Developers, in January
The following section describes the pro-
1998, SEDL asked Co-Developers to join
cesses SEDL designed and implemented
with them in identifying the knowledge,
in order to prepare and support this
skills and understandings (proficiencies)
that would prepare them as external
diverse group of education professionals
in each of these roles for the work they
facilitators to help schools develop as
undertook in schools.
PLCs. These proficiencies would be useful
in carrying out their role as external
facilitators and field-based developers in
Colleagues in the Professional
schools they selected for the project.
Learning Community of Co-
Developers
Because each Co-Developer came to the
project with unique and valuable knowl-
The thirty Co-Developers first came to
edge and skills in working with schools,
Austin in November 1997 for an overview
the task of teaching the proficiencies so
of the three-year project and an
that all had needed skills was largely
introduction to the concept of the PLC.
assumed and led by Co-Developers them-
This initial meeting, in particular, tested
selves. Such experiences in which Co-
the courage of participants' conviction, as
Developers looked to their colleagues as
they came to understand that they had
resources for their own growth and devel-
volunteered for a journey for which no
opment further strengthened the sense of
map existed. At these early meetings
community within the group while simul-
especially, but also throughout the
taneously helping them to become more
project, SEDL provided research (both
knowledgeable and proficient as external
their own and that of others) that
facilitators.
communicated the power of schools as
communities of learners. SEDL also
Four-day meetings in March and in May
engaged Co-Developers in deep dialogue
of 1998 provided opportunities for these
that led them to share and develop their
"resident experts" to train themselves in
vision of school improvement through
various proficiencies identified as neces-
PLC structures and relationships and to
sary in their work. Co-Developers with
recognize the potential for increased
knowledge and skills about particular
student learning through such structures
proficiencies shared their personal exper-
and relationships.
tise with their colleagues as a means to
increase the expertise of the whole group.
Through learning experiences and
Examples of these proficiencies were skills
interactions such, as these, Co-Developers
in data collection and analysis, dialogue,
gained both an intellectual understanding
team building, overcoming resistance, and
of the dimensions and benefits of PLCs,
developing a vision.
and an increasing personal experience in
belonging to a PLC. Furthermore, all
Utilizing Co-Developers as "resident
SEDL meetings and conferences with the
experts" in the various proficiencies mod-
group included varied opportunities for
eled shared leadership, highlighted the
3
SEDL
4
often hidden capacities of individuals in the
portive leadership that forms the founda-
group, and provided opportunities for collec-
tion of PLCs. In SEDL's view, having
tive learning on the part of all participants.
schools representing a broad range of
In addition, with Co-Developers' input and
readiness would also offer knowledge
advice at these early meetings, SEDL staff
about how PLCs are created along the full
developed mechanisms and processes for
spectrum of readiness for change.
compiling and reporting data that Co-
Throughout this time, SEDL continued to
Developers were to collect at their schools.
give extensive attention to equipping Co-
Developers with skills to prepare them for
Throughout this period, SEDL provided the
work at their target schools.
Co-Developers continuing opportunities to
engage in deep and ongoing dialogue about
Also during this time, the ranks of Co-
the five characteristics of PLCs and their
Developers were trimmed by the pres-
potential for school improvement. These
sures of "real life" (new job assignments,
conversations helped the Co-Developers
illness, family circumstances). In the
develop a clearer and more unified vision of
end, twenty-two Co-Developers entered
what a PLC would look like, what a staff in
twenty-two schools that varied not only in
such a community would do, and how they
readiness for change, but also in regional
would interact in such a setting.
location, ethnicity, and grade levels.
This opportunity to dialogue also served to
In September 1998, Co-Developers in-
increase Co-Developers' commitment to the
vited the principal and a teacher (herein-
project and to deepen their appreciation and
after referred to as the "lead teacher")
respect for one another. As Co-Developers
from their school to accompany them to a
came to know and trust one another
SEDL conference in Austin. This meeting
through learning experiences, and, later, to
introduced the concept of PLCs to cam-
relate their stories of success and struggle
pus-based individuals and engaged these
in their schools, they increasingly sought
professionals in the dialogue, discussion
opportunities to share their personal prac-
and shared responsibility for introduc-
ingand practicingPLC principles in
tice with Co-Developer colleagues.
their schools.
External Facilitators and Field-Based
Co-Developers collaborated in planning
Developers in their Schools
this conference and took an active role in
leading various parts of the meeting. The
At the earliest stages of the project, SEDL
conference provided time for many of the
Co-Developers to get acquainted with
encouraged Co-Developers to begin consid-
ering a school with which they would work
their principals and lead teachers and
in developing a PLC. Co-Developers held
offered an opportunity for these Co-Devel-
discussions at the meetings about whether
oper/principal/lead teacher "trios" to plan
to select a school that seemed to be at a
how they would present the project to
their school staffs when they returned to
high level of readiness for such change, or to
select a school that appeared to be at a low-
their campuses. The meeting also offered
readiness stage.4
some tools, strategies and processes for
getting started.
It was finally decided to give Co-Developers
the option of selecting the school they
These experiences fed Co-Developers'
wanted to work with regardless of its appar-
intuition, understanding, .and compassion
ent readiness. Allowing. Co-Developers to
as they worked with school personnel who
make this decision based on individual and
were at times resistant, hostile and/or
collective knowledge, reflection, assessment
fearful of change and responsibility. The
and intuition modeled the shared and sup-
meeting also provided opportunities for
SEDL
Co-Developers to reflect upon various ways
Contributors to Applied Research
to apply their new learning and expertise,
and to make a concrete plan for how they
Co-Developers provided valuable data for
would use each proficiency.
SEDL's research through completing and
administering a variety of instruments,
At the close of the September 1998 meeting,
and through sharing their stories in oral
SEDL provided each participant with a
and written forms. At SEDL conferences,
large binder of strategies related to the
a number of methodsincluding narra-
proficiencies the Co-Developers had identi-
tives and visual displays, audiotape re-
fied, designed, and shared as necessary to
cordings of Co-Developer reports and
creating PLCs. Almost all of these strate-
focus group proceedings, and observations
gies had been used in some manner with
by SEDL staffwere utilized to capture
the Co-Developers (and some with the
data from Co-Developers, principals, and
principals and lead teachers) in preparation
teachers. SEDL provided Co-Developers
for their work in schools.
with archival data collection forms and
other materials to guide them in recording
Furthermore, at all meetings, SEDL
important events in the development of
modeled principles of professional
their schools as PLCs.
development that research supports for
adult learners. SEDL also provided
As an aid to recording their continuing
opportunities for Co-Developers to reflect on
process, SEDL also developed and
use of specific strategies (e.g., dialogue) for
provided Co-Developers with a casebook
different purposes. Although at this time
organized to capture what they did at
only a prototype of a final product, this set
their schools and what happened as a
of strategies provided useful tools and
result of their school improvement
information for Co-Developers' work with
activities. The casebook was further
their schools.
designed to help Co-Developers report
how their interventions and activities
To further support Co-Developers in their
promoted one or more of the five
work at schools, SEDL staff members from
dimensions of a PLC. Co-Developers were
the Strategies for Increasing School Success
encouraged to include descriptions of
(SISS) program were assigned to Co-
critical incidentsplanned or unplanned,
Developers to offer assistance on issues that
successful or unsuccessfulwhich they
developed at schools. Each SEDL staff
recognized as particularly significant in
member worked with five to seven Co-
their efforts to create a PLC.
Developers and served an important
function in supporting Co-Developers by
In January 1999, after most of the Co-
listening to their frustrations, acting as
Developers had been in their schools for
sounding boards for some of their ideas
approximately five months, SEDL hosted
about their work in their schools, and
a writing conference designed to capture
suggesting new and innovative ideas.
the stories of their initial work in the
schools in written form. Prior to the
Frequent email and telephone contacts
conference, SEDL requested that Co-
made it possible for SEDL staff to respond
Developers prepare a draft of their stories
quickly and efficiently to questions and
focused on the initial actions taken by the
concerns of Co-Developers. SEDL staff also
Co-Developers, principals, and school staff
identified journal articles, internet
that contributed to one or more of the five
websites, laboratory personnel, and other
dimensions of a PLC.
resources to locate research-based
approaches related to Co-Developers' issues
At the conference, SEDL organized Co-
as they worked with their schools.
Developers into teams of five or six, and
SEDL
5
6
provided guidance in how to structure and
article for her state's professional develop-
relate their stories to their colleagues.
ment publication. Another Co- Developer,
SEDL coached Co-Developers in the use of
the editor of a national school development
a dialogue protocol to solicit warm and cool
council publication, included articles from
feedback, provide encouragement, clarify
SEDL staff and colleague Co-Developers for
events, and offer suggestions to colleagues
an entire issue focused on PLCs. Other Co-
on their stories. This interaction helped
Developers collaboratively developed and
Co-Developers improve and revise their
delivered presentations about professional
written drafts to include more clarity and
learning communities and the CCCII
detail and deepened the sense of shared
project at a national staff development
overall effort to developing their schools as
conference.
professional learning communities.
The most obvious example of Co-Developers
In addition, SEDL trained Co-Developers
serving as information disseminators comes
in the administration of other instruments,
from the activities of the self-formed "re-
including the PLC assessment, School as a
search group" of Co-Developers. Comprised
Professional Learning Community Survey
primarily of university faculty who have a
(Hord, 1999). SEDL requested that all Co-
professional interest in being published,
Developers first administer the PLC as-
members of this group serve as mentors,
sessment instrument to provide baseline
editors, collaborators and friends to one
data about how the school staff perceived
another, in support of efforts to collect, code,
itself along a continuum of each of the five
analyze, write about, and publish articles
dimensions of a PLC. This information
about this project in professional journals
profiled the campus at the initial stage of
and through professional conferences. At
the project and further helped the Co-
the Year 2000 annual meeting of the Ameri-
Developers learn about the school. Subse-
can Educational Research Association, Co-
quent administrations of the PLC survey
Developers from the SEDL project pre-
measured each school's progress, and Co-
sented six papers reporting learnings from
Developers shared these results with their
the project. The intensity of effort required
school staffs. SEDL also designed training
to write and deliver these papers further
to prepare Co-Developers to use an inter-
strengthened the commitment of the re-
view protocol to collect perceptual data
searchers to the project and understanding
from school personnel on their progress in
of how PLCs can support school improve-
becoming professional learning communi-
ment.
ties.
There is no way to measure the informal
dissemination of the fruits of the project
Disseminators of Information about
that occurs between school personnel and is
the Project to Other Audiences
accomplished through conversation and
example. There is little doubt that conver-
sations of principals and lead teachers in
Acknowledging the significance of PLCs in
their own professional areas of interest and
the CCCII project schools have impacted
practice and interactions in ways that
affiliation, SEDL helped to identify Co-
cannot be ascertained in this study. Simi-
Developers who held membership in simi-
lar organizations. SEDL then organized
larly, conversations among principals or
Co-Developers into groups to plan dissemi-
among district personnel involved in the
nation of information about the CCCII
project with their co-workers represent
project.
effective, valuable, and actual methods
whereby this project is being explained and
Meeting time allocated for this purpose had
explored in educational circles across the
positive results. For example, one Co-
nation.
Developer asked SEDL staff to write an
SEDL
Conclusion
effectiveness of SEDL's support, and to
challenge the principal and teacher from
At the beginning of the project, thirty
each school to continue the work they
individuals gathered to learn about PLCs,
started.
and committed themselves to attempting to
create these structures in schools. Each of
The project SEDL envisioned in the mid-
these individuals was an accomplished
nineties is completedyet, at all schools,
professional, with a commitment to school
the impact of the project undertaken with
renewal measured in their willingness to
Co-Developers has barely begun. We have
engage in such a challenge. And yet each
not been surprised by the scale of effort
Co-Developer had much to learnabout
necessary to make change real and lasting;
PLCs, and about participating in action
by the formidable challenges facing schools,
research.
from budget difficulties to student needs to
continuous staff turnover; and by the wis-
The structure of the CCCII project and the
dom, creativity and dedication of people
schedule of conferences provided critical
involved in this educational endeavor.
preparation for Co-Developers as they
selected and engaged schools in the project.
The staff at SEDL have sought to provide
Conferences were designed to foster sup-
Co-Developers as educational professionals
portive professional relationships among
with a conceptual framework which will
serve themand othersin creating sig-
Co-Developers so that they could experi-
ence on a firsthand basis the benefits of
nificant positive change in the nation's
professional learning communities for their
schools. From Co-Developers and schools,
own professional development. Co-Devel-
we have learned much that will be com-
oper conferences provided the necessary
piled, analyzed, and reported in future
training to identify and prompt the "next
publications and conferences.' In many
steps" as the project moved forward.
cases, we have raised as many new ques-
tions as we have answered. In short,
Specifically, assigning SEDL staff to work
change of this nature does not occur over-
closely with individual Co-Developers
night nor with minimum commitment. We
provided Co-Developers with accessible
all have much still to learn from one an-
experts in negotiating the challenging role
other.
of change agents in schools. As education
professionals committed to the project and
yet one step removed from the struggles of
References
any particular school, SEDL staff provided
resources, perspective, sympathy and
Bryk, A. S., Easton, J. Q., Kerbow, D.,
expertise as necessary. They also served as
Rol low, S. G., & Sebring, P. A. (1994).
clearinghouses of strategies and stories,
The state of Chicago school reform. Phi
and were available during the long months
Delta Kappan, 76(1), 74-78.
between Co-Developer meetings to direct
communication and collaboration among
Du Four, R., & Eaker, R. (1998).
Co-Developers and to coordinate data
Professional learning communities at
collection activities.
work: Best practices for enhancing
student achievement. Reston, VA:
In May 2000, SEDL hosted the "final"
Association for Supervision and
conference of the "trios" in the Creating
Curriculum Development.
Communities of Continuous Inquiry and
Improvement project. This conference
Elmore, R. F. (1996). Getting to scale with
provided an opportunity for SEDL to collect
good educational practice. Harvard
more data about the progress of schools in
Educational Review, 66(1), 1-26.
the project, to gain feedback about the
7
SEDL
8
Notes
Fullan, M. (1999). Change forces: The
sequel. Philadelphia, PA: Falmer.
'For more information about research that supports
schools as professional learning communities, see
Hord, S. M. (1997). Professional learning
,
Hord, 1997.
communities: Communities of continu-
ous inquiry and improvement. Austin,
'An initiative developed in a past laboratory contract
TX: Southwest Educational Develop-
that focused on strategies principals used to
' ment Laboratory.
influence change.
Hord, S. M. (1999). Assessing a school staff
3"Scaling up" refers to the process of developing,
as a community of professional learners.
incorporating, and extending new ideas about
Issues...About Change, 7(1). Austin, TX:
teaching and learning in more
a few schools.
than,
Southwest Educational Development
Laboratory.
4These readiness stages were largely determined by
the extent to which the principal shared decision
Kruse, S., & Louis, K. S. (1995). Develop-
making among the whole staff and the degree to
ing professional community in new and
which a culture of continuous inquiry existed.
restructuring schools. In K. S. Louis, S.
Kruse & Associates, Professionalism
5Refer to SEDL website (http://www.sedl.org)
and community: Perspectives on reform-
forinformation on future publications and
ing urban schools (pp. 187-207). Thou-
conferences related to the CCCII project.
sand Oaks, CA: Corwin Press.
Lee, V. E., Smith, J. B., & Croninger, R. G.
(1995, Fall). Another look at high school
restructuring. Issues in Restructuring
Issues...about Change is published twice a year by
Schools. Madison: University of Wis-
Southwest Educational Development Laboratory.
consin-Madison, Center on Organization
This issue was written by D'Ette Cowan, Program
and Restructuring of Schools.
Associate, and Melissa Capers, Consultant.
Lieberman, A. (Ed.). The work of restruc-
turing schools: Building from the
SEDL I OERI
ground up. New York: Teachers Col-
lege. Press.
This publication is based on work sponsored wholly,
Louis, K. S., Toole, J., & Hargreaves, A.
or in part, by the Office of Educational Research &
(2000). Rethinking school improvement.
Improvement, U. S. Department of Education, under
In J. Murphy & K. S. Louis (Eds.),
Contract Number RJ96006801. The contents of this
Handbook of research on educational
publication do not necessarily reflect the views of
administration (2nd ed., pp. 251-276). San
OERI, the Department, or any other agency of the
Francisco: Jossey-Bass.
U. S. Government.
McLaughlin, M. W. (1993). What matters most
This publication may be reproduced and copies
in teachers' workplace context? In J. W. Little
districtubed to others. Please acknowledge SEDL
& M. W. McLaughlin (Eds.), Teachers' work:
as the source in all copies.
Individuals, colleagues, and contexts. (pp. 79-
103). New York: Teachers College Press.
SEDL
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030934
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EFF-089 (3/2000)