Twenty Years Facilitating Professional Learning Communities Across Difference: What Have We Learned?

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Author(s): Gregory Peters (SF-CESS, USA), RoLesia Holman (SF-CESS, USA)and Candice Bocala (Harvard University, USA)
Copyright: 2024
Pages: 26
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.ch001

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

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Abstract

Colleagues from the San Francisco Coalition of Essential Small Schools (SF-CESS) reflect on the evolution of its intentional learning community program called equity-based iGroups (individual inquiry groups). Over the past 20 years, a core component of the work has been intentional facilitation across difference – racial, gender, role, etc. These colleagues reflect on the ever-constant learning behind their planning, facilitating, and debriefing across difference and share a synthesis of learnings organized by a larger framework for transformation. The chapter includes examples of specific curricular design and facilitative moves and closes with an example of a protocol used to engage in anti-racist discourse.

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Twenty Years Facilitating Professional Learning Communities Across Difference: What Have We Learned?

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