Findings related to the features comprising the conceptual framework

In this section I report on the findings distilled from the interview data using the dimensions of a PLC according to my conceptual framework (See Table Appendix I).

[122] 4.3.2.1 Shared vision, values and norms

Most teachers interviewed, expressed the importance of having a common vision regarding the purpose of CPTD. More-over they alluded to the active promotion of this shared vision by the PLC leadership and other education administrators. This is evidenced by the quote from one of the participants: I think that it is important for school management as well as district officials to set a vision for networking in order to improve the quality of teaching and learning for all schools (William)

The important role that leadership plays in this regard was also expressed by other participants:  I think leaders at the various levels should show initiative and sell

the idea to the teachers. (Elvira)

 Leadership must have a vision for this and promote this vision among staff members. But also they must create supportive conditions, put the necessary structures in place (Miranda)

Participants hold the view that a shared purpose or vision introduces implicit values into the PLC. This is how Elvira expressed this notion: We share a common purpose and this makes us to appreciate each other’s ideas and contributions.

Furthermore, teachers are of the opinion that being professional implicitly infuses particular norms of engagement and particular values that underpin collaboration: As professionals we observe particular norms and values in our engagement (Andrew).

In summary, regarding a common vision, norms and values, participating teachers experienced:

1. The role of leadership in providing guidance and support,

2. The professionalism that is implicit in being teachers and teacher educators, and

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3. A common purpose which drives the goal of continual improvement in educational practice and educational outcomes.

4.3.2.2 Supportive and shared leadership

The teachers interviewed are quite positive regarding leadership provided by the project leaders in this PLC. Andrew, for instance expressed himself as follows: Leadership plays an important role in creating trusting relationships and instil confidence in the process. They must also ensure well organised structures and pay attention to the teachers’ emotional well-being. Participants also fully endorsed the leadership in the PLC, especially the project leader: I have never had the opportunity to question anything about the leadership. The organisation is good, the facilitation is good. One of the other interviewees especially mentioned the fact that he equally accepted them and treated them all in the same way, even knowing everybody by name. In the words of Arlene: I think the leadership makes everyone feel welcome, they treat them equally. You can see the prof, he knows all of us and then he speak to all of us equally. When probed as to why they appreciate the way that the project leader treated them she responded: Patience! Prof. understands that there are other people who do not quickly understand. He is very patient with us.

Furthermore, there was reference to the aspect of empathy or the lack thereof. There is a feeling that leadership must also attend to the personal and emotional issues that teachers grapple with. This sentiment was expressed by one of the participants during the focus-group interviews:

Maybe more of that is needed seeing that the levels of frustrations of teachers are relatively high. So they also need to discharge that as well. It comes across during the non-formal discussions between us. Maybe we should create a platform to discuss these frustrations.

[124] 4.3.2.3 Reflective dialogue

The interview data reveals that teachers in general accept the importance of being reflective practitioners. They do, nevertheless, indicate that opportunities to reflect with colleagues are limited as a consequence of organisational arrangements at their schools. Andrew remarked on this feature of the PLC as follows: Usually when we meet, we discuss our progress as teachers. We discuss the results of our tests, and to intervene, working with those learners who failed in the tests. Eleanor describes this discourse as: We are looking for solutions in a collaborative way - we become like a support group for each other when we encounter problems in teaching.

The fact that this reflective dialogue does not always take place outside of workshops and teacher institutes, is further voiced by Eleanor: I am personally concerned that it does not really happen beyond the occasions when we are in face to face meetings. Ok I have started to make contact with other colleagues, but it is on the basis of friendship. I will phone them and ask for assistance.

4.3.2.4 Collaborative inquiry

The data highlights the fact that the LEDIMTALI PLC participants are committed to seeking solutions to the educational problems they encounter, for example, Eleanor feels that: We are looking for solutions in a collaborative way. Elvira also articulates this commitment: As teachers we also saw this as an opportunity to improve our own knowledge and teaching methods, since maybe our current teaching methods are outdated or does not work anymore. She is supported by Erik who says: We feel that it is important to continually improve ourselves in order to increase the learning of our children. Especially in a school like ours where the learners have a disadvantage and lags behind.

Furthermore, for these teachers collaborative inquiry also means experimenting with new methods and giving feedback to each other as to how it

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works in their classes, for example, one interviewee reports: The spiral revision for me is one of the most outstanding features in LEDIMTALI. It works for me and helps to consolidate the learning of my learners. Further examples in terms of experimenting with new ideas comes from the following interviewee: The other thing is how we analyse our question papers, it has improved the quality of my test and exam papers. I also benefitted from certain methods I have learnt there and it has boosted my self-confidence tremendously.

4.3.2.5 Deprivatised practice

The following statement is indicative of the fact that teachers find it challenging to open their classroom for visitors to observe them in action. Safety, both psychologically and physically is important for our well-being and confidence to allow a colleague into your class. Even just showing the video clips of some teachers teaching, can be threatening, but if we trust each other we are not afraid to be observed and reflect on our practice.

However, teachers did express the view that allowing the fieldworkers into their class may have positive consequences: When the fieldworkers visit our classes they are there to support us and assist us. The notion of class visits as “inspection” is typical of how some teachers responds to anybody observing their class: Also we do not appreciate anybody checking up on whether we are doing our work.

In the LEDIMTALI PLC there was a concerted effort to encourage peer observation and non-evaluative feedback. This strategy was not met with any resistance as teachers generally held the view that visiting and observing each other’s classes was not problematic. A typical response during the interview process conveyed the following stance:

There’s no problem, because we even discuss in our departmental meetings, that if you see someone else going into your class, he is not

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there to judge or whatever. He is there to gain or to learn and anyway to assist in the way you are doing things. (Arlene).

From the interview data it was apparent that organizational arrangements at the school level remains a barrier because of their full teaching schedules and after-hours commitments. The one way in which peer visitation was facilitated in the LEDIMTALI PLC was to release a teacher by having the fieldworkers take over their classes for certain periods: Yes, it was a lot easier when they were here because they would take one of your classes and you can visit your colleague. Otherwise you can only do that when you have a free period. This perspective was confirmed by another interviewed teacher:

We actually only have time to do that if the fieldworker visits our school, because he then substitutes for us. We would normally not stay the entire period; say we only stay for half the time. Then when we meet we share our observations and give feedback to each other. We always try to give positive feedback and not criticize.

In some of the schools the interviewees reported that this peer visitation could actually not take place because of the time tabling arrangements. This was explained by Arlene:

No it was not possible to visit other colleague’s classes. . We were trying to do that, but the problem is the time Table, time does not allow us to do that. We have many classes ourselves which we have to teach.