Student Reported Growth: Success Story of a Master of Science in Education Learning Community Program

Quantitative and qualitative data collected from students who have completed a Master of Science in Education Learning Community Program support the effectiveness of the learning community model in facilitating professional growth and transformation. Instructors model constructivist theory. Peer review, collaboration, and reflective analysis of theory and practice are essential components of the model. The program facilitates growth as educators build their understanding about teaching and learning, transfer their ideas and processes into the classroom, and take an active leadership role in promoting change in classrooms, school, and larger community. The Master of Science in Education Learning Community Program at a Midwestern university has been designed to meet the professional development needs of educators. Since 1996, over 2000 graduates have reported and demonstrated transformational growth in their thinking about learning, in their teaching, and in their leadership. The master's of science was designed to be delivered in a non-traditional manner in off-campus cohorts, or, more specifically, learning communities. Data collected from students who have completed the program support the effectiveness of the learning community model. The program promotes teacher growth and transformation based on inquiry, classroom application, and critical reflection. Current research on teaching and learning, and best practices are modeled. In addition, the master's of science program is aligned with professional development standards established by the National Board for Professional Teaching Standards (NBPTS) and the university Leadership Standard. The faculty work collaboratively to shape educational experiences that engage educators in critical dialogues and analysis of educational theory and practice. Collaboration and peer review are essential components of the learning experiences. Students participate with the same group of peers and the same faculty facilitators for the entire twoyear program. Each learning community meets one weekend per month at a locally accessible site. Learning communities have been located in several states.