An Emerging Framework for Analyzing School-Based Professional Community.

1993-04-01article297 citationsclosed

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Teacher Education and Leadership Studies School Leadership and Teacher Performance Education and Teacher Training

Abstract

This paper attempts to blend the literature on professionalism with the literature of community, thus positing a framework for a school-based professional community. Sociologists have long distinguished between occupations--even high status ones--and professions. Among the key distinctions of professionalism are: a technical knowledge base shared among all members of the profession; membership control over entry to the profession; and a strong client-orientation which emphasizes putting client needs before personal interest. The literature on community has stressed the importance of broadly shared values and behavioral norms, a sense of responsibility for the collective good, and the need for an extended relationship of caring among individuals. Blending these two literature bases into a coherent framework for school-based professional community suggests an integrated professional-community model that combines a universally applicable knowledge base rooted in the discipline of teaching with organizational factors, such as values, climate, and caring relationships. The professional-community model assumes that knowledge of organizational settings improves performance and that a sustained focus on student learning, rather than on decision-making models or teacher-centered innovation, can prove beneficial for schools. A conclusion is that a combination of both structural and humanresource conditions are necessary for the professional community to exist. (Contains 58 references.) (LMI) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** U.S. DEPARTMENT Of EDUCATION Once or Educatronat Research and tmaadement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as recered horn the person or organaahon cmginating a Mona changes sane been made to mcgovO reptoduchon cioalttY Pants of rrewa oprrhons stated m ims document do not necessably represent °Mast OE RI posaron or policy An Emerging Framework for Analyzing School-Based Professional Community) Sharon D. Kruse Karen Seashore Louis College of Education, University of Minnesota April, 1993 PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY

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References

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