Adam+Peterson

Improving Staff Communication -

Abstract - Article #1 - it may be time to create new forms of communication among teaching colleagues. A Critical Friends Group (CFG) is an ideal way to shift the paradigm to teacher as learner. These groups contain all the attributes of great professional development. The CFG is usually comprised of six to ten educators who commit to meeting for two years to "help each other look seriously at their own classroom practice and make changes in it" Some teachers will be obvious choices for this group because they like to experiment and discuss future possibilities. They also must realize, however, that a CFG involves risk taking, trust, and thoughtful responses.

This research investigates the perceived impact on roadblocks to collaboration in the implementation of the Professional Learning Community (PLC). This study of teachers and staff members of one elementary school in the Southeastern U.S. through an open-ended survey, quantitative data collected by an outside organization, one-on-one interviews, and direct observations of PLC Meetings. Findings indicate the model alleviates roadblocks to collaboration but that continued efforts need to be made to encourage the development of a collaborative culture. The authors discuss the implications for school personnel who are trying to implement the PLC model. []
 * Professional Learning Communities: Overcoming the Roadblocks **

All administrators will occasionally encounter situations in which they feel frustrated and confused by certain colleagues' behaviors that make their lives more difficult than they should be. This article offers up strategies for managing ten of the most “unwanted behaviors” of work colleagues. The strategies are based on assuming the best in other people and identifying the positive intent that fuels these ten unwanted behaviors. []
 * Effective Strategies for Dealing with People You Can't Stand **

This article discusses the process of building a learning culture. It began with establishing acceptance and connection with the nurse unit manager and the ward team. In the early phases of developing rapport, bullying became apparent. Because bullying undermines sharing and trust, the hallmarks of learning environments, the early intervention work assisted staff to recognize and counteract bullying behaviors. When predominantly positive relationships were restored, interactions that facilitated open communication, including asking questions and providing feedback. Staff participated in role-play and role modeling desired behaviors. Once staff became knowledgeable about positive learning interactions, reward and recognition strategies began to reinforce attitudes and behaviors that align with learning. Through rewards, all nurses had the opportunity to be recognized for their contribution. []
 * Shifting Workplace Behavior to Inspire Learning: A Journey to Building a Learning Culture **