Developing a Community of Teacher Learning in a Preschool: The Role of the Director

Abstract

The purpose of this study was to explore the role of a preschool director in developing a learning community among teachers. We assumed a qualitative perspective to describe the culture in a preschool and explore the means by which the director built a community of practical learning among novice teachers. This three-month study at a preschool included the observation of participants, interviews, videotaping, and a review of teacher journals. The data shows that the administrator was committed to a child-centered learning environment and therefore created conversation time using a variety of approaches to communication including formal communication (weekly meetings, book studies and teacher journals) and informal sharing (frequently random sharing) to foster a community of learning. This study made a number of important discoveries. First, wider social engagements provide greater opportunities to satisfy the learning needs of various teachers. Second, the director's non-threatening leadership enhanced the opportunities for professional discussion among teachers and the director over time. Third, a pattern of interaction demonstrated that the teachers were emerging as a community capable of solving practical problems. Fourth, teachers learn to adapt to the culture of the particular school in which they teach through interactions within a learning community. This study suggests that consistent communication among teachers and administrators is essential for maintaining school values, problem-solving and developing shared knowledge and practices.