Creating a learning organization using a professional development school to implement high school block scheduling and continuous improvement

This qualitative case study examined the impact of using a professional development school to implement high school block scheduling and continuous school improvement. The study focused on educators' perceptions of their experiences as they collaboratively designed and implemented a plan for school improvement from within a culture that had historically resisted change. The purpose of this study was to describe the experiences of secondary teachers as they piloted a professional development school as part of a process toward change.

The professional development school consisted in: (1) An embedded graduate level course, contracted in a learning team format, where individuals could earn three continuing education credits; (2) teachers as researchers, whereby teachers were asked to review professional literature and create professional teaching portfolios to promote self-reflection and personal growth; and (3) teachers as leaders, whereby teachers were encouraged to collaboratively design and implement a plan for school improvement.

As the project unfolded, it became apparent the professional development school could serve as a vehicle for creating a learning organization. Team members exhibited collegial and uncompetitive behaviors as they learned to function as a highly effective team. Teachers' observations supported the notion that a professional development school could serve as a catalyst for creating a learning organization (Senge, 1990) by providing opportunities to practice the following learning disciplines: (a) It emphasized the importance of teacher research, which promoted personal mastery; (b) it served as an arena for educators to practice the discipline of team learning by contributing to a learning team; (c) it functioned as a forum for meaningful conversations or dialogue, which encouraged mental models; (d) it provided a conduit for building and communicating shared vision; and (e) it promoted opportunities for the development and understanding of systems thinking.

Theory generated from this study was compared to existing theory on school-centered professional development, transformational leadership, and organizational change. Findings in this study have the potential to improve the practical application of teacher professional development and to advance the efforts of continuous school improvement.