Sentences with phrase «districts as professional learning communities»

His expertise is in the areas of systems thinking; shared leadership; strategic planning; data collection, measurement, information, and analysis; customer service; and aligning school districts as professional learning communities.

Not exact matches

The district has operated as a Professional Learning Community at Work for 15 years, and sharing success stories with colleagues across the country has become a formalized process through hosted monthly site visits and a yearly mini-conference.

Several years ago as an instructional coach in a district new to the work of collaborative teams in a professional learning community, I learned we should calibrate our grading of common assessments.

We asked principals and vice principals about the principal «s leadership in areas such as student achievement goals, vision for the school, and student learning; making decisions about instruction; leadership distribution in the school; professional development experiences for principals and teachers; curriculum and instruction; school culture; state and district influences on administrators «and teachers «work in the school; and the impact of parents and the wider school community.

Since 1998, we have published many books and videos with the same two goals in mind: (1) to persuade educators that the most promising strategy for meeting the challenge of helping all students learn at high levels is to develop their capacity to function as a professional learning community and (2) to offer specific strategies and structures to help them transform their own schools and districts into PLCs.

«Among them: partnerships between school districts and colleges to help communities grow their own teachers and align recruitment to high - need fields; competitive salaries as well as incentives, financial and otherwise, for hard - to - fill positions; the creation of strong mentoring programs and professional learning communities that make schools places teachers want to be; and effective leadership at the school level to maintain a supportive, collaborative school environment.»

Factors such as whether the district had appointed a district - level science teacher on «special assignment» to assist other instructors, developed professional learning communities around science, and completed most aspects of Common Core implementation were considered in the selection process.

As discussed in 5 Reasons Every District Leader Needs an Executive Coach, to be an effective agent of change today in districts requires leaders to have unique expertise in a wide variety of areas, including strategic planning, research and analysis, fiscal management, board and community engagement, implementation planning, communication and training, professional learning design and curriculum, and coaching.

For districts and departments facing the challenge of teachers working in isolation, this group serves as a model of how a commitment to collaborative learning can build a professional community in which teachers support each other to shift their instructional practices and actively support all students» success.

Network Eight: Students in Small and Rural School Districts, which provides that activities that may support learning opportunities and improvements across the state may include projects such as professional community to mentor and support teachers and mitigate professional isolation

In the new era where teachers have little time for face - to - face interaction with colleagues and district budget cuts limit professional development opportunities, educators are increasingly turning to online communities (or professional learning networks, PLNs) that allow them to share lesson plans, teaching strategies, and student work, as well as collaborate across grade levels and departments.

Teachers and administrators in our district consistently identify our professional learning communities (PLCs) as the best opportunity for collaboration that we offer.

Just as I've written in ASCD's «Inservice» blog in previous months (see here and here), teacher educators can use the same resources that teachers have been using in the professional learning communities in their schools and districts to connect good assessment with good instruction.

These goals serve as the primary tenants for advancing the high school renewal work to: 1) establish system coherence by aligning central office and site programs, and accelerating student learning by leveraging and expanding knowledge and skills among staff, parents, and community members; 2) improve the quality of instructional leadership by providing ongoing professional development for school leaders; 3) improve the quality of teaching throughout the district through embedded professional development; 4) increase student engagement in the learning process by personalizing learning environments to build on student interests; 5) increase community involvement in schools by giving principals ownership of the change process, expanding student voice, and bringing parents and students into the school renewal process.

In recent years, many forward - thinking school districts have embraced the idea of instructional rounds and created collaborative structures such as professional learning communities and data teams.

New Teacher Center describes strong induction programs as those that include instructional mentoring for new teachers by carefully selected, well - prepared mentors; formative assessment for teachers and support systems to drive continuous improvement; professional learning communities for mentors and new teachers; engaged principals; and supportive school environments and district policies.9 Research suggests that regular contact between beginning teachers and mentors over a period of at least two years can propel improved teaching and greater student learning.10

These range from having access to appropriate resources (such as a heated classroom) or equipment that enhances learning (such as computers); to access to professional communities of support (such as other teachers with whom to collaborate, behavior specialists, and other resource staff); to the alignment of education programs among the school, district, and state.

PCG Education works with states, districts, and schools to address a wide spectrum of needs such as curriculum development and implementation; design and facilitation of professional development and professional learning communities; school improvement services; and program reviews.

As the project evolves, key elements of professional development including self - directed learning opportunities, coaching, professional learning communities, and reflective practices will drive quality implementation and maintain the district's momentum.