0.3 Hauser, l. (october 2011) to practice from theory professional  (Page 3/5)

The organizational form adopted as a core component of the professional learning model (PT PLAN) is what Wenger and Synder (2002) describe as communities of practice , networks of professionals that exist to develop members’ capacities, build and exchange knowledge, translate and transfer best practices, and solve “problems of practice.” Professional learning leadership practice communities were used as an approach to move beyond “pockets of excellence” within and across districts to create greater alignment, integration, consistency and coherence throughout systems. Wagner et al. (2006) describe these leadership practice communities as an approach for “developing individual leaders’ capacities and for generating higher performance throughout the system” (p. 77).

The PT PLAN addresses the challenges of knowing-doing and system-based gaps. As Pfeffer and Sutton (2000) espoused, just knowing is not enough - knowledge about how to enhance organizational performance must be converted into actions consistent with that knowledge.

Cornerstone to the professional learning model is the knowledge and use of adult learning theory, skilled coaching and facilitation, and quality processes and tools (Bens, 2005; Tague, 2005; Hargrove, 2003). The important points of adult learning theory noted by Speck (1996) and the National Staff Development Council’s (NSCD) Standards for Staff Development (revised 2001) provided the foundation for the selection, design, and delivery of professional learning processes, activities, and tools. Skillful facilitation and coaching is at the heart of the PT PLAN. The model draws upon the method of masterful coaching and the guiding ideas of triple loop learning (Hargrove, 2003). Facilitation and coaching competencies were central to building participant capacity and converting knowledge to action. A facilitative approach was adopted that focused not only on each participating member taking ownership for leading, but all members becoming skilled facilitators as well. Skillful facilitation was viewed as a core leadership competency (Bens, 2005).

Origin of the professional learning model

The journey began with the award of a Fund for the Improvement of Education federal grant to a California-based non-profit support provider (Pivot Learning Partners [PLP] formerly known as Springboard Schools) in collaboration with the Central Valley Educational Leadership Institute (CVELI) at California State University, Fresno. Recognizing that districts in the central region of California have limited access to external support for improvement due to their isolated locations, small size, and generally tight budget constraints, the PLP/CVELI partnership focused on creating a comprehensive professional development opportunity that specifically targeted resource-poor districts that may be unable to afford such improvement without the economies of scale that the Network approach provides. The Central Valley Leadership Network (CVLN) was formed and this three-year project focused on developing, applying and using knowledge generated from research (Leadership Cycle: A Mental Model for Change) to advance transformational work in preK -12 public education.