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This study examines how a Math 1 Professional Learning Community (PLC) collaboratively plans responses to student thinking on formative assessments. The PLC demonstrates awareness of student adaptability, yet there is potential to more fully embrace diverse student perspectives. While the PLC shares insights, there are opportunities to further integrate student work as classwide learning opportunities, which could enhance the effectiveness of planning responses. Findings underscore the importance of sustained collaborative learning spaces for educators to continuously improve their ability to respond to student work equitably. [ABSTRACT FROM AUTHOR]

This study sought to evaluate the K-12 educational system in the United States by engaging teachers in transformative discourse to design an evolutionary learning community and build systems competence. The participants engaged in classroom observations and three learning conversations to explore partnership education and ways to transform the educational system. Transcribed learning conversations data indicated that the participants' understanding of the K-12 educational system deepened as they experienced both transformative learning and evolutionary learning. Further, the data illustrated the conditions needed for nurturing an evolutionary learning community as the participants were willing to expand the circle and embrace the process as an ongoing opportunity. This study contributes an understanding of how transformative learning and evolutionary learning create the conditions to advance professional learning communities into evolutionary learning communities that have the potential to transform education. [ABSTRACT FROM AUTHOR]

This work examines tenants of high reliability organizing (HRO) to inform school leadership focused on fostering professional learning community (PLC). It has been argued that when school leaders create PLC cultures that encourage rich thinking and intentional practice, organizational outcomes are enhanced. Yet, the presence of organizational structures does not ensure attainment of goals. Instead, we assert that the adoption of HRO processes within PLCs unlocks the possibilities of collective attention, innovative problem solving, and responsive teamwork that are necessary for school improvement. We recommend institutionalization of HRO processes into PLC practice through prioritizing acknowledgment of deeply developed explanations of activities within the school setting, opportunities for reflective mindfulness, and real time orientation to communal learning. [ABSTRACT FROM AUTHOR]