We modify each other’s lessons: the role of literacy work circles in developing professional community

Abstract

To address teacher isolation in schools, more reform leaders are finding hope in establishing professional communities as a way to promote continuous school improvement. This case study presents one approach for developing teacher professional community: a teacher work circle. Using the characteristics of professional community created by Kruse, Louis, and Bryk, this case study describes a sixth-grade, middle school, teacher work circle addressing the problem of students reading in the content areas. This case suggests that the work circle approach may productively support professional community among teachers focused on instruction. This paper discusses implications for professional development and further supporting a social infrastructure of teaching colleagues.

Keywords:

• teacher learning
• teacher collaboration
• professional community

Disclosure statement

No potential conflict of interest was reported by the authors.