Voulalas, Z. D. and Sharpe, F. G. (2005). Creating schools as learning communities: obstacles and processes

Voulalas, Z. D. and Sharpe, F. G. (2005).  Creating schools as learning communities: obstacles and processes.  Journal of Educational Administration, 43(2), pp. 187 - 208.  Retrieved on June 5, from 2010 from http://www.emeraldinsight.com.ezproxy.usq.edu.au/Insight/viewPDF.jsp?contentType=Article&Filename=html/Output/Published/EmeraldFullTextArticle/Pdf/0740430204.pdf

Introduction

Learning communities are better prepared for an era of global networking.  As such, educational bodies are structuring reforms to create learning communities in schools.  Although there is little theoretical research in this domain, the authors have identified several schools that have transformed with documented evidence.  Core to the transformation process has been maintaining a flexibility in administration and decision making, and by strengthening community bonds within the environment.  Teachers are role models for lifelong learning; have influence in major decision making tasks; and make firm links between parents and the school.  Parents become proactive in engaging in lifelong learning, leading to deeper involvement in child development.  Within the core, the principal is also required to act as an intermediary to ensure a shared vision; the source of barriers that disrupt or hinder learning; and that the change process is monitored constantly.

The research

Schools that signaled imminent change were observed to provide an artefact for others interested in transformation.  Not only did the study clarify the structure of a learning community in a school environment, nominated principals displayed prominent leadership qualities that lead to proactive transformation and change, and barriers that hinder transformative processes were identified.

The questions: 

1. What are the special characteristics of schools as learning communities?
2. What motivates schools to become learning communities?
3. What are the barriers to schools becoming learning communities?
4. What steps can be taken to overcome these barriers and transform a school to a learning community?
5. What leadership characteristics are important in the success of this process? and
6. What are the outcomes of schools becoming learning communities?

As memory is subject to false associative recall,  Voulalas and Sharpe were stringent in documenting their interviews.  Data was coded and categorised according to themes in first stage analysis.  Each theme was recorded for frequency and relevance to the questions before conclusions were drawn.  In organising the framework of inquiry (e.g. categorisation), the authors revealed further insights about the transformation process.  Comparisons were made between schools with different socio-economic and geographic backgrounds.  A template based on responses from a pre-interview questionnaire provided stability in triangulation (e.g. viewing from different perspectives).

Findings

The concept of schools as learning organisations/communities

A comprehensive and in-depth analysis reconciled the definition of a learning community as understood by those involved in the change process to be continuous lifelong learning that encompasses personal growth and development.  Teachers are regarded as role models and mistakes are acknowledged as experiences requiring further knowledge and know-how, where the physical setting is a contributory factor to learning.

Voulalas and Sharpe indicate that the majority of respondents had in fact no clear idea how to communicate the concept of a learning community even when  standing at the cusp of transformation.  They further state that the concept may be too abstract to define succinctly.

Retrospectively it appears that members were intuitively feeling their way by discussing personal teaching philosophies to identify and distinguish characteristics that made transformation a viable process.  The lack of absolutes allowed for individual creativity.

Commitment to lifelong learning and professional development was seen to significantly improve student outcomes and enthusiasm.  A culture of belonging and open communication develops leading to an increased vitality and sense of empowerment.  Voulalas and Sharpe noted that respondents did not talk of the reviews and evaluative processes frequently mentioned in literature.

Motivation to change

Decisions to change were normally instigated at the principle's behest.  School culture and values were deemed outmoded by 21st century socio-economic and technological standards.  Motivation was derived from a developing culture of belonging and the overt support from the Department of Education and Training (DET) sustained and encouraged transformation.  In some schools, change stemmed from existing internal issues.

Barriers impeding transformation

Voulalas and Sharpe used Combs' model to categorise the four primary barriers that restrict transformation: 

1. administrative;
2. philosophical;
3. physical; and
4. psychological.

Time was seen to be the most significant factor in allowing progress as a naturally occurring outcome of implementing and sustaining change.  Development and growth of a culture is subliminally dependent on the level of commitment members undertake to adhere to new and adaptable methods of practice.  The foci of management conflict lay in organisation, scheduling and outlying responsibilities and duties.  Common issues include a lack of clarity and understanding between individual member and proposed activity; a lack of resources; the dynamics of power relations; and, the size of the institution.  Voulalas and Sharpe state that large schools find the process of transformation more complex.  Furthermore, skeptics were unconvinced by the proposition put forward by the DET on structuring learning communities and the school's interpretation of the same.

What was apparent and viewed as the biggest hurdle to transformation was resistance to accept a new discipline and culture.  Long standing and established culture proved the most difficult to replace.  Voulalas and Sharpe noted that skeptics were members who would lose rank and power with the change.  Hierarchical structures and power play limit knowledge sharing that is the fundamental characteristic of learning communities.

Processes for overcoming barriers

Principles who display strong leadership qualities are crucial for transformation to occur.  Confidence, trust, and satisfaction facilitated improvements in relations between school members; and school and environment ties.  Leaders were able to identify the change process and clearly communicate a sequence of activity and reasoning that required input from members.  Ensuing professional development courses alleviated many fears when members were able to re-attach epistemic belief to current philosophy, establishing a new culture of lifelong learning, sharing knowledge, and understanding that failure is a process of getting it right.

Leadership

Primary qualities of the principle required a professional awareness at all times in order to self-acknowledge, and accept the status of student while supporting and advising key members in transmission and maintenance of the shared vision.  Honesty, trust and integrity were emphasised as crucial to the process.  Professional awareness strengthens the ability to identify inherent talent and skills of stakeholders; receive criticism as constructive; and, diffuse power by accepting help and contributions from others.

The outcomes of a learning community school

Observable improvements came from staff morale, an increase in commitment levels, and student learning outcomes.  Bonds between school and parents was significantly deepened and made more meaningful.  Participants commented on the amount of time the process took, and the adverse effects that took its toll on professional and personal life, for example the division of members who support or oppose the concept, disappointments and controlling elements from highly involved members.

Summary of major findings

1. High levels of involvement or commitment does not necessarily mean that the concept of a learning community is any better understood or communicated;
2. Belief in the concept sustains the progress of positive transformation;
3. Principles, or leaders, are outstanding role models for lifelong learning and their vision is the key factor for transformation to begin;
4. Transformation occurred when leaders' epistemic and ontological philosophies, in either favourable or unfavourable conditions, drove the motivation to start change processes;
5. Obstructions or hurdles stem from a plethora of sources, each individual to the school.  Within this, traditional structures and culture, time constraints and lack of environmental support were seen to be chronic factors impeding progress;
6. Effective practice in changing epistemic belief is commitment to lifelong learning from both parents and staff, and the recognition and acceptance of vision and inevitable direction;
7. Validity of participants could raise questions as evaluative appraisal of performance was conducted informally to adapt flexibly to time constraints;
8. Schools situated in lower socio-economic environments were prone to hiring less expensive staff, usually those in a young age bracket who are more inclined to the change process than those from higher income brackets, who were stoic in their attitude to preserve the status quo; and
9. Participants acknowledged feeling left in the dark by the DET, who originally proposed the idea and yet left principals to work it out for themselves.

Implications

Clarifying the concept

As there is confusion in communicating a definition or clarification as to what a learning community is, there are implications for both theory and practice.  Literature is seen to occupy the theoretical formulations of knowledge acquisition so that even the most dedicated are unable to communicate their precise intent.  Critics blame scholars who present an evolution rather than a blueprint, or expound on philosophy instead of a program.  Practitioners have to face uncertainty and confusion as there are no standards from which to measure performance.

The categorisation of a learning community is also in dispute, as to define a learning community as a good school or with any other descriptive label is to limit the unique quality and conditions that exist within the immediate environment.  The model proposed by the NSW DET inspires many interested schools, but only those willing to accept the unknown as inevitable are willing to accept transformation.

Voulalas and Sharpe explore the core concept of learning communities.  They suggest that as teachers are the core element of any learning environment, then only schools, universities, colleges and training facilities could be deemed a learning community.  However, associated literature clearly states that any organisation can transform and become a learning community. Voulalas and Sharpe categorically state that a learning organisation is one that is nimble, and learns from past endeavour to create the present whilst contemplating the future.  The capacity for success depends entirely upon the commitment of members to adapt and grow into sustainable relations.  Developing into a culture of continuous change requires members to maintain professional links with current affairs, and reduce the perception of failure by acknowledging the activity as a learning experience.

Voulalas and Sharpe include in their findings two other categories that facilitate the process of transformation, and are included in literature.  Enabling factors include:

• Boundary factors - competition, the need for resources;
• Leadership factors - necessary for direction;
• Vision factors - community wide shared, nurtured vision;
• Personal and interpersonal factors - team building, collaboration;
• Psychological and cultural factors - motivation, commitment, adaptability;
• Factors related to structures and processes - flexibility; and
• Evaluation factors - effectiveness of processes.

More tenuous connections to the core include the category of helpful influences:

• Appraisal for achievements;
• Arrangements of suitable physical spaces;
• Availability of resources;
• Community involvement;
• Empowerment of stakeholders;
• Encouragement for open discussion among departments and teams;
• Encouragement of the whole organisation to change and adapt;
• Inservice education;
• Mutual support;
• Physical environment that is conducive to organisational learning;
• Restructuring;
• Rewards and sanctions;
• Shared celebration of success;
• Staff renewal;
• Staff selection process; and
• Support for risk taking.

The preceding model is still in concept form and requires further analysis and verification.  However, Voulalas and Sharpe state that in practice the core concept translates as the ultimate goal; enabling factors could be the first areas to begin transformation.  From this perspective, the essence of the concept is protected from displacement.

Implications for schools and school systems

Stakeholders valuing the process of transformation understand the need to adapt to flexible working solutions that include using consultants to reduce the principles' workload for the duration of change.  All or any feedback received is used as constructive criticism to achieve the objective.  Inclusion becomes a naturally occurring outcome, so does not require a focus.   Cultural change may be seen as a simplification of methodology and attitude.  Improved lines of communication enhance collaboration and team work.  Hierarchy is diffused and flattened to favour lateral processes.

Implications for principles

Change is a chronic and unabated constant in education today.  To lead through change successfully requires a solid foundation of current knowledge to stay ahead of the process.  Visionary leaders take on the responsibility for establishing lifelong learning through role modeling, and are expected to share their information with the community to maintain a consistently updated and current outlook.  When stakeholders are entitled and expected to contribute to the community, its welfare becomes paramount.

Implications for teachers

In choosing a focus for involvement, individuals can be distracted by excelling in one area in favour of others.  In the case of some educators, excelling at teaching students becomes such a priority that it overwhelms the need for personal development.  Principles rely on teaching staff who recognise, and are proactive, in professional development as a means of staying abreast.  Self-reflection and self-regulation are crucial as a means to facilitate self-improvement for the benefit of the individual and the community.  Positive attitudes as a result of professional development greatly enhanced staff-student-parent relations.

Implications for parents

Strong parental involvement enables improved programs and ambiance.  Learning communities extend involvement throughout the institution to encourage personal development in lifelong learning opportunities that facilitates contributions by sharing information.  A high degree of professionalism is required to forge and maintain such connections.

Implications for further research

The proposed model of schools as learning communities can be further developed by testing components against academic research and practitioner feedback.  Investigation into causality is warranted.

Conclusion

In spite of apparent ambiguity, Voulalas and Sharpe argue that the concept of learning communities in schools is a valid and practical approach from which to structure educational reforms.