This Work Isn't Ready: Lessons From an Early Childhood Intentional Learning Community

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Author(s): Lisa P. Kuh (Complementary Curriculum, USA)and Heidi Given (Somerville Public Schools, USA)
Copyright: 2024
Pages: 20
Source title: Exploring Meaningful and Sustainable Intentional Learning Communities for P-20 Educators
Source Author(s)/Editor(s): Susan R. Adams (Butler University, USA)and Angela Breidenstein (Trinity University, USA)
DOI: 10.4018/978-1-6684-7270-5.ch008

Keywords: Educational Leadership & Administration / Information Science Reference / Knowledge Management and Library Science / Teacher Education

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Abstract

The staff meeting is a staple of school culture and is a vehicle for everything from announcements, updates, logistics, curriculum discussions, data review, to more conceptual topics such as mission and vision and reflections on pedagogy and practice. External professional development offerings are another avenue for adult learning and can focus on a range of subjects deemed important by the school or organization providing the opportunity. However, anecdotally, teachers often bemoan staff meetings and professional development as less-than-welcome experiences that take time away from other priorities. Research shows that teachers value gatherings that build trust, provide them with control over their craft, and support the transfer of adult learning into classroom practice. This is a case study of how one group of early childhood educators created meaningful intentional learning opportunities – both within their school's staff meeting structure and beyond their school walls with a local community of educators.

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