This professional development within a Peer Learning Group (PLG) involved meetings, discussion, observation and reflection, supported by Patsy in her role of Master Teacher /
facilitator of action research.
Not exact matches
FRS Leadership Team
of leading educational experts to create a
research - based, two - day agenda that is
action packed with personalized professional learning that models high - quality professional development practices lead by expert
facilitators.
Factors considered important to the reform included the following: (a) meeting for 1 hour a week in study groups; (b) meeting in cross-grade groups; (c) reflecting on teaching in study groups; (d) considering
research - based «best practices» in study groups; (e) completing
action plans in study groups; (f) selecting substantive topics for study; (g) maintaining topics over time; (h) meeting as a whole faculty once a month to discuss reform efforts; (i) working on parent partnerships and making effective use
of the external
facilitator; and (j) making effective use
of the internal leadership team.
The professor works with the teacher
facilitator to help the group choose an
action research inquiry question related to each teacher's area
of interest.
Christine is also an
action learning
facilitator and has carried out a number
of research projects with the Henley Forum for Knowledge and Learning, on implementing and embedding change and evaluating communities
of practice.