Leading Learning within a PLC: Implementing New Mathematics Content

The Montana Mathematics Enthusiast 1551-3440 Let us know how access to this document benefits you. Recommended Citation 0 1 0 Heirdsfield , Ann; Lamb, Janeen; and Spry, Gayle (2010) "Leading Learning within a PLC: Implementing 1 This Article is brought to you for free and open access by ScholarWorks at University of Montana. It has been accepted for inclusion in The Mathematics Enthusiast by an authorized editor of ScholarWorks at University of Montana. For more information , please contact , USA Ann Heirdsfield Janeen Lamb Gayle Spry New Mathematics Content," The Mathematics Enthusiast: Vol. 7 : No. 1 , Article 6. Available at: https://scholarworks.umt.edu/tme/vol7/iss1/6 - Content Leading Learning within a PLC: Implementing new Mathematics content Ann Heirdsfield1 Queensland University of Technology, Australia Janeen Lamb2 and Gayle Spry3 Australian Catholic University theoretical models of teacher professional development (PD) within a professional learning community (PLC). Secondly, these models are used to analyse support provided to two year 3 teachers, while implementing the draft Queensland mathematics syllabus. The findings from this study suggest that the development of this small PLC extended the teachers’ Zone of Enactment which in turn led to teacher action and reflection. This was demonstrated by the teachers leading their own learning as well as that of their students. Queensland; theories of teacher development INTRODUCTION It is well recognised that teachers face an ongoing challenge in implementing mathematics reforms (e.g., Handal & Herrington, 2003) . Given that many elementary teachers are predominantly generalist teachers with little specialist expertise in mathematics education, there is a need to support teachers to develop their mathematics teaching skills. This paper explores the nexus between theory and practice by using the theoretical model developed by Fullan and Stegelbauer (1991) and Millett and Bibby (2004) as a way to discuss the professional development (PD) supports teachers need when they are being introduced to new mathematics content and pedagogy. To this end, this paper provides an account of a two year project in which teachers conducted a series of teaching experiments aimed at enhancing their content and pedagogical content knowledge in relation to introducing a new content area, mental computation. The following question provided the focus for this two year project: What supports do teachers need to enhance opportunities for a professional learning community to develop? TEACHER CHANGE AND PROFESSIONAL DEVELOPMENT While educational change has been of concern since the 1960s, the poor history of long term educational change has been well documented (Fullan, 2005; Miles, 2005) . However, there have been lessons along the way that have influenced thinking on educational change. Fullan and Stegelbauer (1991) contributed to the discussion on three distinct phases in the change process by promoting a model of change (see Figure 1). They argued that the three phases of “initiation”, “implementation” and “continuation” must also include “outcome” indicating the degree to which the school has implemented the change (p. 48). To this end the theoretical model of change they proposed included “outcome”. This position is a reflection of the understanding by the 1990s that professional learning within a community was an important component of successful educational change (Fullan, 2005; Ingvarson, Meiers, & Beavis, 2005; Smylie & Perry, 2005) . Initiation Implementation Continuation Outcome Linking educational change and professional learning within a community, Millett and Bibby (2004) advance a model of educational change that identifies the “Zone of Enactment” (Millett & Bibby, 2004, p. 3) which extends Vygotsky’s (1978) theory on the Zone of Proximal Development (ZPD). While the ZPD focused on the individual, the Zone of Enactment encompassed the professional learning community (PLC). In short, this theory sought to understand a teacher’s capacity to change by examining the context and culture of the teacher’s ‘situation’ or working environment. This situation included the professional learning community as well as external influences (see Figure 2). According to Millett and Bibby (2004) , sources of support that operated within the “situation” either stimulated a teacher’s “zone of enactment” leading to change and hopefully sustainable change, or inaction and ultimately failure of the intended change. Millett, Brown, and Askew (2004) identify four conditions necessary for the realisation of Zones of Enactment: time, talk, expertise, and motivation. Firstly, they consider two aspects of time essential for the development of a PLC; time for teachers to engage in discussion and reflection, and time for an iterative framework of trial, reflection, discussion, modification, and retrial. Secondly, Millett et al. (2004) report that as teachers w (...truncated)