The Power of Connection
"Foster communities, not competition… The Power of Us is only possible when agency is present. Build agency within learning communities and watch the learning flourish."
David Price, The Power of Us (2022)
In the rapidly evolving landscape of education, one principle remains steadfast: learning thrives in community. The concept of building Learning Communities (LCs) has gained momentum as a transformative approach to fostering collaboration, innovation, and growth among educators, students, and stakeholders. This article explores the immense value of LCs and their potential to significantly enhance professional learning experiences, enriched with reflections from my own journey alongside educators over many years.
What Are Learning Communities?
A Learning Community is more than just a group of individuals; it is a dynamic network that shares knowledge, resources, and experiences to achieve common goals. In education, Professional Learning Communities (PLCs) unite teachers, students, parents, and even the wider community to create a supportive environment for collective learning and development.
Why Build Professional Learning Communities (PLCs)?
- Enhanced Collaboration - PLCs dissolve silos, enabling educators to share best practices, co-design curriculum, and address challenges collectively. This cooperative approach leads to improved teaching strategies and enriched learning experiences.
- Student-Centered Learning - In student-focused LCs, learners actively participate in their education. They benefit from personalised support, diverse perspectives, and opportunities for peer collaboration, fostering both academic and social growth.
- Professional Development for Educators - Teachers in PLCs engage in ongoing professional learning, benefiting from peer feedback, mentorship, and access to new resources. This culture of continuous development enhances educator effectiveness and job satisfaction.
- Resilience and Innovation - PLCs cultivate adaptability and creativity. By pooling resources and ideas, members can navigate challenges such as technological shifts or curriculum changes with greater ease.
- Inclusive and Equitable Education
A strong learning community prioritises inclusion and equity, ensuring every student has access to opportunities and support tailored to their unique needs.
How to Foster Effective Learning Communities
Building a thriving LC requires intentional effort. Through my experiences of building and participating in active PLCs, such as the ACEL WA Branch Executive Committee and various subject associations, I’ve identified key strategies for success:
- Shared Vision and Goals: Establish clear objectives that align with the values and aspirations of the community.
- Open Communication: Create safe spaces for dialogue and ensure every voice is heard.
- Diverse Membership: Include varied perspectives to enrich discussions and decision-making.
- Use of Technology: Leverage digital tools to connect members and facilitate resource sharing.
- Ongoing Reflection: Regularly evaluate the community’s impact and refine practices to meet emerging needs.
Personal Reflections on Learning in Community
As a social learner, I have always found that learning with and alongside others is a far more meaningful experience. Coupled with a constructivist view of learning, developed over many years of classroom teaching, lecturing, and delivering professional learning—I strongly believe that adult learning should also be a dynamic, active process with others.
Sharing human stories and culture in a safe community creates opportunities to grow in ways that solitary learning cannot replicate. Such experiences are profoundly transformational and spark essential questions:
- Where are these learning communities?
- What dispositions or ‘ways of being’ must we cultivate within ourselves to feel a true sense of belonging in them?
Equipping Teachers to Learn Alongside Students
A PLC is most effective when it equips teachers to embrace learning alongside their students, fostering an environment of shared growth and discovery. This approach can be initiated powerfully with three key words: “How might we…”
- “How” signals a bias toward action, inviting both teachers and students to collaborate in the pursuit of solutions.
- “Might” provides a safety net, encouraging experimentation and offering the freedom to fail.
- “We” emphasizes collective responsibility, removing traditional classroom hierarchies and placing teachers and students on the same level as co-learners.
Such inclusive phrasing fosters classroom engagement, removes barriers, and sparks dynamic interactions. It also aligns with the use of purposeful pedagogies, where a deliberate focus on the why, the how, and the socially purposeful design thinking, knowledge, and actions are intentionally integrated into teaching and learning.
Connections in a Time of Change
Children have the potential to change the world, and teachers are uniquely positioned to be the catalyst for that change. A positive legacy of living and working through a global pandemic has seen an accelerated “movement” of kindness, compassion, and hope, as we seek greater meaning and purpose in our lives, including our professional environments.
For teachers and school leaders, this has meant re-evaluating not only how we ‘deliver’ the curriculum but also how we ‘connect’ with others and focus on what truly matters, including how we ‘experience’ professional learning. Words like purposeful, meaningful, relevant and agency; terms central to student learning, must also apply to adult professional growth.
Brené Brown’s Atlas of the Heart resonates deeply with educators, weaving stories and emotions that define what it means to be human and cultivate meaningful connections. Building authentic relationships is not only an emotional endeavour but a professional imperative that underscores the essence of Learning Communities.
Nurturing Teacher Capabilities and Professional Growth
When teachers take ownership of their professional growth, they develop a sense of agency that fuels both their confidence and effectiveness. By tailoring professional learning to the unique needs of each teacher, we create a ripple effect of positive change:
- Self: Teachers innovate, enhance expertise, and maintain their passion for education.
- Others: Colleagues benefit from shared learning, mentorship, and collaboration.
- Society: Ultimately, this reaches students and communities, cultivating learners prepared for a dynamic world.
This nurturing of teacher capabilities lies at the heart of successful PLCs. Personally, I have been fortunate to witness and experience these impacts as an education consultant, learning coach, and community member. As an advocate in a global PLC of educators, being an active community member within the Learning Pioneers, I've seen the power of co-designed content, shared practices, and cross-continental connections.
Conclusion
Building Learning Communities is not merely an educational trend; it is a paradigm shift that champions collaboration, inclusivity, and innovation. By investing in these communities, educators create spaces where every learner (and teacher as a learner) can thrive.
The Purposeful Learning Community (PLC), which I recently established, embodies these principles. Guided by the Inner Development Goals (IDGs), the PLC fosters personal and professional growth through meaningful connections and a vibrant learning environment. It emphasizes cultivating a strong relationship with self, fostering empathy, enhancing collaboration, and enabling purposeful action.
Additionally, by collaborating with a diverse range of Community Affiliates, the PLC strengthens community and teacher agency. These partnerships provide access to tailored workshops, webinars, and masterclasses, creating opportunities for meaningful professional learning. Together, we inspire and empower teachers and school leaders to grow their capabilities and embrace purposeful, relevant education.
If this resonates with you, I invite you to explore the Purposeful Learning Community and join us in shaping a brighter, more connected future for the children and young people in your care.
Maree Whiteley
ACEL WA Branch Executive Member