William M. Ferriter is a National Board Certified Teacher of sixth graders
in a professional learning community in North Carolina.
Today, teachers are finding new ways to learn together by observing one another in the classroom or discussing their practice
in professional learning communities in person or online.
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.
Not exact matches
Learn about the company culture of a startup leading a movement to drive change
in the Latinx
professional community.
Hosted on September 20 & 21, 2018, the Forum is designed to showcase the hottest hi - tech companies from across North America, offer insight into key issues within the industry, provide a premium networking opportunity and give companies a chance to
learn from world - class
professionals in the investment
community.
It would devoutly be hoped that
professionals in the fields of mental health and, religion could
learn from the mistakes that have been and are being made by other groups supposedly working for the betterment of our
communities.
Launched
in 2006, Sustainable Brands has become a global
learning, collaboration, and commerce
community of forward - thinking business and brand strategy, marketing, innovation and sustainability
professionals who are leading the way to a better future.
In this session, learn how school nutrition professionals can be the change agents in their communities and school
In this session,
learn how school nutrition
professionals can be the change agents
in their communities and school
in their
communities and schools.
The report finds makes a list of recommendations for business, industry,
professional bodies and government, namely: Construction businesses · Focus on better human resource management · Introduce and / or expand mentoring schemes · Boost investment in training · Develop talent from the trades as potential managers and professionals · Engage with the community and local education establishments Industry · Rally around social mobility as a collective theme · Promote better human resource management and support the effort of businesses · Promote and develop the UK as an international hub of construction excellence · Support diversity and schemes that widen access to management and the professions · Emphasise and spread understanding of the built environment's impact on social mobility Professional bodies and institutions · Drive the aspirations of Professions for Good for promoting social mobility and diversity · Support wider access to the professions and support those from less - privileged backgrounds · Promote and develop the UK as an international hub of construction excellence · Emphasise and spread understanding of the built environment's impact on social mobility · Provide greater routes for degree - level learning among those working within construction Government · Produce with urgency a plan to boost the UK as an international hub of construction excellence, as a core part of the Industrial Strategy · Provide greater funding to support the travel costs of apprentices · Support wider access to the professions and support those from less - privileged backgrounds · Place greater weight in project appraisal on the impact the built environment has on social mobility The report is being formally launched at an event in the House of Commons
professional bodies and government, namely: Construction businesses · Focus on better human resource management · Introduce and / or expand mentoring schemes · Boost investment
in training · Develop talent from the trades as potential managers and
professionals · Engage with the
community and local education establishments Industry · Rally around social mobility as a collective theme · Promote better human resource management and support the effort of businesses · Promote and develop the UK as an international hub of construction excellence · Support diversity and schemes that widen access to management and the professions · Emphasise and spread understanding of the built environment's impact on social mobility
Professional bodies and institutions · Drive the aspirations of Professions for Good for promoting social mobility and diversity · Support wider access to the professions and support those from less - privileged backgrounds · Promote and develop the UK as an international hub of construction excellence · Emphasise and spread understanding of the built environment's impact on social mobility · Provide greater routes for degree - level learning among those working within construction Government · Produce with urgency a plan to boost the UK as an international hub of construction excellence, as a core part of the Industrial Strategy · Provide greater funding to support the travel costs of apprentices · Support wider access to the professions and support those from less - privileged backgrounds · Place greater weight in project appraisal on the impact the built environment has on social mobility The report is being formally launched at an event in the House of Commons
Professional bodies and institutions · Drive the aspirations of Professions for Good for promoting social mobility and diversity · Support wider access to the professions and support those from less - privileged backgrounds · Promote and develop the UK as an international hub of construction excellence · Emphasise and spread understanding of the built environment's impact on social mobility · Provide greater routes for degree - level
learning among those working within construction Government · Produce with urgency a plan to boost the UK as an international hub of construction excellence, as a core part of the Industrial Strategy · Provide greater funding to support the travel costs of apprentices · Support wider access to the professions and support those from less - privileged backgrounds · Place greater weight
in project appraisal on the impact the built environment has on social mobility The report is being formally launched at an event
in the House of Commons later today.
Hysick is committed to the success of all students and participates
in a variety of
professional learning communities designed to increase student achievement.
Greater New York Labor Religion Coalition New York State Assembly NYS Assembly
Community Resource Exchange (CRE) SCO Family of Services HCCI Chinese American Planning Council, Inc Heights and Hills Citizen Action of New York ROCitizen New York Association on Independent Living ATLI - Action Together Long Island NYSCAA New York Immigration Coalition Catholic Charities of Chemung & Schuyler Counties CDRC Labor - Religion Coalition of NYS Catholic Charities
Professional Staff Congress Catholic Charities of Chemung / Schuyler Family Reading Partnership of Chemung Valley New York State Network for Youth Success NAMI Albany County Central Federation of Labor Food & Water Watch Jewish Family Service Metro New York Health Care for All Alliance for Positive Change MercyFirst Center for Independence of the Disabled
in New York, Queens (CIDNY) SiCM — Schenectady
Community Ministries Coalition for the Homeless CIDNY Citizen Action of NY PEF Retiree Urban Parhways, Inc
Community Food Advocates PSC / CUNY AFT Local 2334 New York StateWide Senior Action Council Early Care &
Learning Council Urban Pathways African Services Committee Day Care Council of New York New York State
Community Action Association Supportive Housing Network of New York, Inc The Radical Age Movement United Neighborhood Houses
Additional participants
in the Jamaica Now Planning Initiative include: 165th Street Business Improvement District, 180th Street Business Improvement District, Jamaica Center Business Improvement District and Sutphin Boulevard Business Improvement District, A Better Jamaica, A Better Way Family &
Community Center, Addisleigh Park Civic Association, Alliance of South Asian American Laborers, America Works, Antioch Baptist Church, Brinkerhoff Action Associates, Inc., Center for Integration & Advancement for New Americans, Center for New York City Neighborhoods, Chhaya
Community Development Corporation, Citizens Housing & Planning Council,
Community Healthcare Network of New York City, Cultural Collaborative Jamaica, Damian Family Care Center, Edge School of the Art, Exploring the Metropolis, Farmers Boulevard
Community Development Corporation, First Presbyterian Church
in Jamaica, Fortune Society, Goodwill Industries of Greater New York & New Northern New Jersey, Greater Allen Development Corporation, Greater Triangular Civic Association, Indo Caribbean Alliance, Jamaica Center for Arts &
Learning, Jamaica Hospital, Jamaica Muslim Center; Jamaica Performing Arts Center, Jamaica YMCA, King Manor, LaGuardia
Community College Adult & Continuing Education, Mutual Housing Association of New York, Neighborhood Housing Services Jamaica, New York Alliance for Careers
in Healthcare, Queens College, Queens Council on the Arts, Queens Economic Development Corporation, Queens Hospital, Queens Legal Services, Queens Library; Queens Workforce1 Center, SelfHelp, Sikh Cultural Society, Sunnyside
Community Services, Inc., The Jamaica Young
Professionals, The Jamaica Youth Leaders, The Tate Group, Upwardly Global, Visiting Nurse Service of New York, and Y - Roads.
Remarkably, over 70 % of all participants have remained active
in the SEP
professional learning community.
(link here) Our vibrant worldwide
community of
professionals bring
learning opportunities to Pacific Pearl La Jolla that may be designed for access
in person or online.
«We could have done this
in individual class groups, but having people work together
in teams... brings lots of the benefits of a
professional learning community in terms of co-planning, co-teaching and the co-moderation or marking of student work.
The reason for this is thatwe encourage
community members who do not necessarily feel confident referring to themselves as STEM
professionals, but still have an interest
in supportingSTEM
learning, to play a role
in our initiative.
In the last two weeks, my virtual
professional learning community has inspired me to keep having these conversations, too.
«
Professional learning communities play a vital role
in supporting teachers, and we were delighted to give 8 UK teachers the opportunity to attend this prestigious event.
Help can include targeted, high - quality
professional development; curriculum improvements; additional time for student
learning after school or
in the summers; establishment of wraparound services, including
community school models; redesign of schools to support personalization and more authentic work
in classrooms and internships; or pairing of struggling schools with successful ones serving similar students.
Brennan heads up ScratchEd, a model of
professional learning for educators to develop their computer science skills, utilize coding and web development to create educational materials for students, and to network together
in a 15,000 - member online
community.
Communities of teachers,
professional learning communities (PLCs)
in particular, have always interested me.
Welcoming over 170 teachers from across the globe, and now
in its 11th year, the Summer Institute is the annual flagship event of the Discovery Education
Community: the largest
professional learning network of its kind
in the US.
Between your data teams,
professional learning communities, state standardized tests, and
in - house assessments, there is likely already something that is going to work for you.
ACER offers a customised service to schools giving a snapshot of where they stand
in relation to the characteristics of a
professional learning community.
For teachers to develop the kinds of
professional learning communities that have gained currency with education researchers, they need to interact with each other
in new and often uncomfortable ways.
Read the full article: School improvement and a strong
professional learning community, published
in ACER's Research Developments.
Working together with public, private, educator and IB association partners, we are looking forward to further serving the
community of Kent by creating educational pathways that allow students to excel
in their immediate job or
professional needs and also prepare them for a lifetime of
learning and success.
PLCs go a step beyond
professional development by providing teachers with not just skills and knowledge to improve their teaching practices but also an ongoing
community that values each teacher's experiences
in their own classrooms and uses those experiences to guide teaching practices and improve student
learning (Vescio et al., 2008).
Professional learning communities (PLCs) or networks (PLNs) are groups of teachers that share and critically interrogate their practices
in an ongoing, reflective, collaborative, inclusive,
learning - oriented, and growth - promoting way to mutually enhance teacher and student
learning (Stoll, Bolam, McMahon, Wallace, and Thomas, 2006).
The teachers also enjoyed the opportunities to work
in professional learning communities.
In the next section, we discuss models of
professional learning that focus on supporting continual
professional learning and
community - based feedback cycles that help teachers to critically and collaboratively examine and refine their practices.
And we as a
community need to do more —
in terms of
professional learning, advocating for the resources we need, and educating the public about the challenges we face
in implementation — to ensure it is a success.
This training can be used
in a focused faculty meeting, an all - day
professional development session, and / or a small group
professional learning community.
As well, these slides can be used
in a
professional development training session, focused faculty meeting, or
professional learning community.
Whether it is working on collaborative projects or giving each other constructive feedback on model lessons, students
in innovative schools of education
learn in ways indicative of
professional learning communities.
This summer Mapp led her first Program
in Professional Education (PPE) institute, «Family Engagement
in Education: Creating Effective Home and School Partnerships for Student Success,» which focused on designing family engagement practices connected to student
learning, and increasing the capacity of educators, families, and
community members to develop and sustain partnerships that improve student outcomes.
The World Bank says basic education
in Shanghai has a long history of establishing
professional learning communities, with regular PD practices including teaching - research groups and lesson observations.
But MNPS expects this to be a more robust experience as they train under a school's highest - performing educators, participating fully as members of the core instructional staff
in planning,
professional learning communities, and teaching.
Somewhere
in the midst of all this, there is a powerful, pragmatic way forward, and
in a few places, Klein draws a breath and points to it: to balancing tougher entry into the teaching profession with a more
professional experience once inside it; to content - rich curricula that are truly worth teaching; to technology
in the service of new forms of
learning; and to sophisticated partnerships between those
in the schools and the families,
community leaders, philanthropic institutions, administrators, and taxpayers beyond the school walls.
Students
learn research and
community - engagement skills more commonly taught
in graduate - level urban planning programs than
in high school, and produce
professional - quality reports incorporating data they have gathered and analyzed.
Over the course of this grant, FOI: (1) is producing
professional development materials to help staff representing multiple state agencies better understand the basic science of child development generally and the promotion of executive function and self - regulation skills more specifically; (2) is supporting the creation of small
learning communities, building on existing relationships at the site and policy level and connecting to other
learning communities across North America; (3) is supporting the Washington cross-agency working group to sustain its current gains and momentum during the upcoming executive branch transition
in January and to share lessons
learned with the broader national FOI
community of states and Canadian provinces; and (4) is beginning conversations with stakeholders at the
community level to explore mutual interests and is beginning to chart a path toward enhanced collaboration within the state.
«We appreciate the generosity of many Harvard Clubs
in enabling educators
in their local
communities to
learn with our faculty through our
professional education programs,» said Keith Collar, associate dean for planning and outreach at HGSE's Research, Innovation, and Outreach.
Among those lessons
learned are operationalizing adult
learning / development and adaptive leadership by simultaneously attending to the personal and
professional development of the people at all levels of the organization; creating and sustaining conditions and support mechanisms for effective teamwork and collaboration to occur; and redefining
community engagement
in ways that value families and
communities and engage them as true and equal partners who possess funds of knowledge.
The belief that black students could not
learn in the absence of whites ignored the countless numbers of segregated schools that had produced the black
professionals, farmers, and craftpersons who built vibrant
communities despite being fettered by Jim Crow.
Important places for me to stop along my path include: undergraduate professor
in a college - based teacher education program,
professional development specialist for teacher collaborations, and director of
community - based
learning center that uses culturally responsive arts for academic support and life skills.
OK, if it can't be a coach, settle for a mentor, perhaps an administrator who will commit to supporting you
in a non-evaluative way, or find a partner - teacher who might be a mentor, or a
professional learning community of teachers who observe each other.
Preparing for adulthood • Planning for young people's futures • A broad range of education and
learning opportunities: Wolf Review • Employment opportunities and support: the role of disability employment advisers • A coordinated transition to adult health services: joint working across all services • Support for independent living Services working together for families • Local authorities and local health services will play a pivotal role
in delivering change for children, young people and families • Reducing bureaucratic burdens on
professionals • Empowering local
professionals to develop collaborative, innovative and high quality services • Supporting the development of high quality speech and language therapy workforce and educational psychology profession • Encouraging greater collaboration between local areas • Extending local freedom and flexibility over the use of funding • Enabling the voluntary and
community sector to take on a greater role
in delivering services • Exploring a national banded funding framework • Bringing about greater alignment of pre 16 and post 16 funding arrangements
Now, after completing her master's
in learning and teaching, the recent Ed School alum is preparing to open Dimensions Family School, a nonprofit organization that provides homeschoolers — both students and educators — with support
in numerous areas, including electives, extracurricular activities,
professional development, facilities, and
community - building.
In the
professional learning communities I observe when I travel throughout the country I see dedicated
professionals who chose to become educators because of their dedication to making a difference for all students.
«We need to let go of the idea that heroic individuals will change schools,» says Richard DuFour, an education consultant who specializes
in creating
professional learning communities in schools.