Povzetek
V prispevku bomo prikazali konkreten primer posodabljanja in uskladitve letnih priprav po vertikali, ki smo ga uvedli ob sodelovanju celotnega učiteljskega zbora na izbrani slovenski šoli. Namen članka je analizirati konkretne dejavnosti, ki jih izvajamo v šoli, ter spremljati učinke z vidika razvoja dimenzij učeče se skupnosti. V raziskavi je sodelovalo 38 (od skupno 40) strokovnih delavcev šole. S pomočjo vprašalnika Učiteljski zbor kot učeča se skupnost (SPSLCQ, glej Hord 1996) so ocenili, koliko na šoli doživljajo skupne vrednote, prepričanja in vizijo, podporne strukturne pogoje, podporne odnose, distribuirano vodenje, sodelovalno učenje, katerega namen sta odzivanje na potrebe učencev in večja učinkovitost učiteljev, ter delitev učiteljskih praks, katere namen je pridobivanje povratnih informacij sodelavcev. Na osnovi ugotovitev raziskave smo predlagali nadaljnje ukrepe.
Abstract
Teaching Staff as a Learning Community: Overview of an Example of Good Practice
The following paper will demonstrate an actual case of the updating and vertical coordination of annual lesson plans, as implemented through the collaboration of the entire teaching staff at a chosen Slovene school. The aim of the article is to analyse the actual activities that are being carried out at the school and follow the effects from the viewpoint of developing the dimensions of a learning community. The study saw the participation of 38 (out of 40) members of the school’s teaching staff. Based on the School Professional Staff as Learning Community Questionnaire (SPSLCQ, see Hord 1996), they assessed the degree to which they, at their school, experience common values, beliefs and vision, supportive structural conditions, support relations, distributed leadership, collaborative learning, the purpose of which is to respond to pupils’ needs and to improve teacher effectiveness, and the division of teachers’ practices, the purpose of which is to gain colleagues’ feedback. Building on the study’s findings, further actions have been proposed.