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How We Do the Work Matters: Turning Beliefs Into Action

How We Do the Work Matters: Turning Beliefs Into Action

Jeanie M. Phillips, Michael S. Martin
Copyright: © 2024 |Pages: 23
ISBN13: 9781668472705|ISBN10: 1668472708|ISBN13 Softcover: 9781668472743|EISBN13: 9781668472712
DOI: 10.4018/978-1-6684-7270-5.ch004
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MLA

Phillips, Jeanie M., and Michael S. Martin. "How We Do the Work Matters: Turning Beliefs Into Action." Exploring Meaningful and Sustainable Intentional Learning Communities for P-20 Educators, edited by Susan R. Adams and Angela Breidenstein, IGI Global, 2024, pp. 71-93. https://doi.org/10.4018/978-1-6684-7270-5.ch004

APA

Phillips, J. M. & Martin, M. S. (2024). How We Do the Work Matters: Turning Beliefs Into Action. In S. Adams & A. Breidenstein (Eds.), Exploring Meaningful and Sustainable Intentional Learning Communities for P-20 Educators (pp. 71-93). IGI Global. https://doi.org/10.4018/978-1-6684-7270-5.ch004

Chicago

Phillips, Jeanie M., and Michael S. Martin. "How We Do the Work Matters: Turning Beliefs Into Action." In Exploring Meaningful and Sustainable Intentional Learning Communities for P-20 Educators, edited by Susan R. Adams and Angela Breidenstein, 71-93. Hershey, PA: IGI Global, 2024. https://doi.org/10.4018/978-1-6684-7270-5.ch004

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Abstract

How we spend our valuable professional learning time together says much about what we value. When designing agendas for intentional learning communities (ILCs), centering our core beliefs creates transformative learning experiences. Being intentional about what we believe builds learning communities that center beliefs in their work. The Freirean concept of praxis reminds us that convening is not enough: community members must intentionally shape their environment to “reflect upon their reality and so transform it through further action and critical reflection.” This chapter will outline how the authors continue to evolve their practice and turn beliefs into action in their Rowland Foundation ILCs. Their transparent meeting agendas, which explicitly connect purpose and practice, have helped strengthen metacognition and reflection in the ILC work. ILC meetings predicated on practice—with time built in to debrief along the way—have helped them reflect on how they do the work and develop their skills as a learning community.

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