A learning community is characterized by commitment. In schools, this community is made up of staff, students and their families, and members of the broader local community. The “commitment” they share is to build strong relationships with one another and work collaboratively to realize the school’s vision and mission. A successful small school is by definition a learning community.
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| Learning communities create a culture of inquiry in which people at all levels of the school use a range of strategies—such as action research, critical friends forums, examination of disaggregated data, structured reflection and conversations—to assess and improve teaching and learning. |
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In small schools there is greater opportunity to create a structure, leadership and culture that encourage staff, students, and families to come together to discuss, make decisions and collectively solve problems. However, small size is no guarantee that a school will function as a learning community.
Here are some school-wide conditions that can help foster the development of a learning community:
- Culture of inquiry. Learning communities create a culture of inquiry in which people at all levels of the school use a range of strategies—such as action research, critical friends forums, examination of disaggregated data, structured reflection and conversations—to assess and improve teaching and learning. At every decision point the vision and beliefs of inquiry rests with the capacity of staff, students and their families, and the community to self-assess, accept feedback, respect and trust one another, and be open to change. In a culture of inquiry the work of challenging and supporting students to succeed is never done; the school community is always asking itself, “Are we serving all of our young people?” “How could we do an even better job?”
- Autonomous structure. For a small school to function as a learning community, the school needs sufficient autonomy to create schedules that build in regular time for teachers to meet, talk, plan, and observe and reflect on each other’s teaching methods. These are important steps toward eliminating teacher isolation and creating a professional practice based on mutual respect. The school’s schedule should also include regular and meaningful opportunities for students and their families to discuss classroom and school issues with staff. In a learning community, everyone is actively engaged in seeking and sharing knowledge.
- Shared decision-making. Successful small schools have a governance structure based on collaborative learning, shared decision-making and distributive leadership. Professional development, critical friends’ networks and open forums help build the capacity of school staff to conduct research, weigh evidence and make informed decisions. Successful small schools have the autonomy to establish “flat” structures in which the principal works to empower staff to become leaders and decision-makers in the building. In comprehensive high schools with a bureaucratic, hierarchical structure the principal often dominates, making it difficult for staff to propose divergent views or make suggestions for change.
Forging new relationships between administrators, teachers, and staff allows everyone at every level to grow professionally. But the change in power and decision-making cannot end with the school; new kinds of relationships also need to be forged with the district. Successful small schools operate within districts that share and support their vision for personalized structures and strategies, and help find ways to empower teachers and school staff.
Review this element on the Oregon Small Schools Initiative School Change Rubric Self-Assessment Tool.
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