The Value of Reflection Meetings for Collaborative Planning

Debbie Cargill
May 04, 2009

How does a school ensure the implementation of Learning-Focused strategies throughout the school? The Learning-Focused model includes a recommendation that can help school leaders and coaches increase the chances of a successful implementation that is consistent and pervasive. In the initial implementation, administrators are encouraged to meet with all teachers who have been trained at least every 2-3 weeks. The conversation includes, but should not be limited to, the following questions:

  • What have you done recently as a result of the Learning-Focused workshop? How often do you connect and use the strategies?

  • What is going well? What will you continue to try to add to your lessons?

  • What are you having to adapt or change to make it work?

  • What help or follow-up do you need?

For teachers, these reflection meetings provide a time to clarify expectations with administrators, reflect on their own practice, and hear what others are doing successfully (or struggling with). Administrators also have the opportunity to reflect, gauge the level of implementation, and move teachers in a different direction if necessary. Another purpose of these reflection meetings is to build teachers' capacity to work more efficiently and effectively and to set the expectation for increased collaboration between teachers. One of the important keys for successful implementation is to keep the conversation going. With a common language (Learning-Focused), it is easier to keep the focus on learning and on what is working in the classroom.

Administrators want to keep the focus on improving instruction and to promote professional discussions about teaching. They also want to bring about lasting change in the classroom. Teachers typically want to model continuous improvement and to learn more about themselves and their students. One way to accomplish that is to continue the reflection meetings and begin to provide other opportunities for collaborative planning. It takes time, however, to develop strong collaborative relationships with peers. As administrators and/or coaches model this process, teachers will become more adept at these reflective practices and at working collaboratively. A goal should be to embed collaborative planning time into the organizational structure of the school to allow for continued professional growth and to enhance the implementation of the Learning-Focused model.

In one elementary school, the principal kept the conversation going at the beginning of every meeting with teachers by sharing a "best practice" in the school. After initial reflection meetings with teachers, she began to meet with grade level teams to set expectations and to help the team develop group norms. During the first few months of the year, the principal or instructional coach met with the teams to be sure they were focused on the expected outcome and working well as a team. After a while, the teams became more efficient and effective in their work together. The outcome was a significant increase in student achievement after a year of successful implementation of the Learning-Focused model.