Smaller Learning Communities -- Building a Successful Model

When implementing Smaller Learning Communities (SLC), there are five domains key to building a successful model.These are:

Domain 1: Interdisciplinary Teaching & Learning Teams
Interdisciplinary teaching is best defined as teaching a unit of study across multiple curricula disciplines. For example, a 7th grade team of language arts, science and social studies teachers may work together to develop a unit of study on the world's rivers. In order for interdisciplinary teaching teams to succeed, teams must not share more than a few hundred students in common for instruction. The team of teachers and their students must remain together for multiple years. Team members must have more than half of their time assigned to an SLC. Interdisciplinary team members must have a common planning period and be able to collaborate on curriculum, instruction and student progress. A final requirement for interdisciplinary team teaching to succeed is a building with sufficient space to create a home base for the high level of collaboration required within each team.

Domain 2: Rigorous, Relevant Curriculum & Instruction
The second key to successful implementation of SLCs is to provide rigorous and relevant curriculum and instruction for students. Interdisciplinary curriculum must be organized around topics of interest to students and provide essential skills and knowledge. Students must spend a minimum of 1/2 day in a block of instruction. Interdisciplinary teams must collaborate with community partners, and students must engage in active and authentic inquiry.

Domain 3: Inclusive Programs & Practices
The third piece to the puzzle is the development of inclusive programs and practices. Smaller Learning Communities must be centered around students' and teachers' interests. All must be given a choice as to what team they will join to ensure equitable access for all. Teams must have time and location flexibility to meet students' learning needs, while also tailoring instruction to meet individual student's needs. Teacher specialists must be an integral part of each teaching and learning team, as well as school counselors. Teachers must be able to effectively advise and mentor students, and teachers must collaborate with parents.

Domain 4: Continuous Program Improvement
The fourth domain for successful implementation of SLCs is continuous evaluation and improvement of the program(s) offered. To do this, teams must use a variety of student data to reflect on practices, teams must use stakeholders' and colleagues' input to reflect on practices, and teams must set and pursue professional development goals that match SLC improvement needs.

Domain 5: Building & District Level Support
The final element key to building a successful model of implementation is building and district level support. Building wide improvement goals and department goals must align with SLC needs. Similarly, each building must provide staff planning opportunities that meet SLC needs. Class scheduling and staffing must be adjusted to strengthen SLC programs. Academic track and alternative program changes must be made to increase student choice across all programs. Building level practices must be enacted to strengthen SLC self-governance. District and teachers' union must negotiate contract provisions to meet SLC staffing needs. The district must provide professional development opportunities to increase the SLC teams' capacity for innovative instruction. Finally, district staffing and budgeting must give schools flexibility in allocating resources to meet SLC needs.