Creating a school for the 21st century: Experiences of a professional community

This study has involved the recording of the history of the process that has built the professional community. The history of the process is told from the perspective of many voices and therefore relates the dynamics of the individual and group learning process. The study documents how through a process of group learning the individual's assumptions and beliefs about classroom practices and student learning have been challenged and changed. It has been this learning process that has resulted in teachers creating a new image of teacher and developing new relationship between the teacher and the student learner.

The study also explores the developing relationship between administrative decision making and teacher driven change. The study illuminates the importance of alignment of teacher and organisational decision making and understandings if a school improvement process is to enhance student learning outcomes. This study has found that it is the alignment of these groups through a process of shared understandings that has resulted in school improvement where the improvement is in student learning outcomes.

The study also illustrates new research partnerships. The researchers have gained valuable insights into individual, group and organisational learning while providing a unique professional development opportunity for the participants. The individual interviews and the group interview were conducted in a manner to enable the researched to reflect on their experience and their practice. This has provided them with feedback that has enhanced their professional understandings, and has provided the opportunity for further reflection. The insights gained by the researchers has also provided new knowledge and support for ongoing development within the organisation.

The main learning from this study illustrates how an innovative process centred on classroom outcomes has created a professional community. The researchers have found, illustrated by this case study, that shared understandings through professional learning can impact on action in the classroom. However the sustainability of this community and action within the organisation will depend on the established professional community's ability to create a broader understanding of these new relationships and new understandings about the image of teacher, student and their workplace. The development of this image is in the process of creating a school for students of the 21st century.