Sentences with phrase «meet as a professional learning community»

Mr. Rivers said: «Every time we meet as a professional learning community (PLC), we talk about our vision.

Not exact matches

As well, these slides can be used in a professional development training session, focused faculty meeting, or professional learning community.

This training can be used in a focused faculty meeting, a professional development session, or in a smaller professional learning community as a specific focus group strengthens their process in Response to Intervention!

This paper explores to what extent central office administrators lead meetings of principal professional learning communities in ways that promise to strengthen principals» development as instructional leaders and the conditions that help or hinder administrators in the process.

Local and global networks: Virtual and blended learning communities such as social media groups or chats, virtual PLNs, conferences, meet - ups, edcamps and school - based professional learning communities.

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.

It happened in grade team meetings, subject groups, professional learning community groups, committees convened to assess and monitor needs for at - risk students, school leadership or improvement teams, or in whole - staff events, such as data retreats and faculty meetings.

To do so requires ensuring that time is built in for teachers to meet regularly in professional learning communities, and participating in these collaborations as much as possible.

Rick DuFour and colleagues1 have promoted professional learning communities as a way for teachers to meet regularly to catalyze one another's learning.

Although professional learning communities have gained wide acceptance as a way for teachers to support one another's learning, there is less attention paid to the need for principals to meet together to enhance learning and leadership.

Overall, TLI has encouraged and supported my growth as a teacher leader in three areas: I am now the Professional Learning Community (PLC) Leader for sixth - grade math; I have led math PLC meetings for grades 6, 7, and 8; and I am a mentor for Year Two TLI participants in my state.

«Specifically, we documented how the Mills Teacher Scholars Teacher Leadership Network meetings (a) offered safe thinking spaces that positioned teachers as intellectual professionals who could socially construct knowledge and learn together, (b) allowed teachers to surface and name the complexities and uncertainties inherent to teaching that would undoubtedly arise as they sought to facilitate learning communities at their school sites, and (c) provided guidance for teachers through a parallel process, that is, modeling for them and supporting them in experiencing firsthand what they would be responsible for enacting and scaffolding with their teaching colleagues.»

Afterschool program staff participate in school meetings and committees, such as professional learning communities and school improvement teams.

As part of the professional learning at ISA, all faculty members participate in one of four small groups that is framed as a mixed content area, mixed grade, mixed role intentional learning community that meets every three weeks in a rotation of full - faculty meetings, department meetings, and small group meetingAs part of the professional learning at ISA, all faculty members participate in one of four small groups that is framed as a mixed content area, mixed grade, mixed role intentional learning community that meets every three weeks in a rotation of full - faculty meetings, department meetings, and small group meetingas a mixed content area, mixed grade, mixed role intentional learning community that meets every three weeks in a rotation of full - faculty meetings, department meetings, and small group meetings.

What we learn as professionals is then transferred into individual classroom communities by incorporating strategies such as daily morning meetings and end of day closure gatherings that give students the opportunity to connect with one another.

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