Based on the book by Kim Bailey and Chris Jakicic, this playlist includes 28 videos and two reproducible tools that detail strategies and protocols for incorporating common formative assessments into
the practices of a professional learning community (PLC).
Not exact matches
Tom is also a two - time author, including How Clients Buy: A Practical Guide to Business Development for Consulting and
Professional Services (2018) and Bread and Butter, a critically - acclaimed book that describes his work at Great Harvest and how he and his team created a nationally recognized corporate
learning community and culture
of best
practices using collaborative networks.
The
Community of Practice provides
professional development opportunities for middle and high school teachers across the country to
learn more about current heliophysics research and incorporate it into their classroom.
Continuing Medical and Interprofessional Education Program CME - IPCE at Penn Medicine, University
of Pennsylvania is committed to providing lifelong
learning opportunities for physicians, nurses, advanced
practice providers and healthcare
professional teams with the goal
of improving the health and well - being
of people and
communities through strong emphasis on research, education, and clinical care.
Through the retreats and
professional learning communities, colleagues enhance their own teaching and further the
practice of others.
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).
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.
Many
of you said Teacher helps you on a really practical level, «[I take the articles] to
professional discussions with a focus on reflective
practice, to feed into
professional learning communities, influence strategic planning agendas and to focus on the bigger picture through strategic steps towards improvement.»
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.
Some current projects include: Cultures
of Computing, an examination
of how K - 12 teachers design
learning environments to support novice programmers, focusing on teachers» design intentions and how those intentions are enacted; ScratchEd, a model
of professional learning for educators who support computational literacy with the Scratch programming language, involving the development
of a 25,000 - member online
community, a network
of in - person events, and curricular materials; and Cultivating Computational Thinking, an investigation
of the concepts,
practices, and perspectives that young people develop through computational design activities.
School
practices are organized into eight categories: student focus and support; school organ - ization and culture; challenging standards and curriculum; active teaching and
learning;
professional community; leadership and educational vitality; school, family, and
community partnerships; and indicators
of success.
It's very important in a
professional community that we see that leaders are, wherever possible, promoting
professional learning in their group, they're promoting opportunities to take on leadership roles, they are models themselves
of people who keep up with research, that they encourage people and expect people to themselves keep up with research in their area
of practice.
A vital part
of the HGSE
community, we aspire to provide transformative adult
learning experiences by bringing together diverse
professionals, connecting them with each other and with HGSE's leading faculty and research, and engaging them in important problems
of practice.
Not to mention our vertical data teams, horizontal data teams, schoolwide and district - level data review, IEP and 504 review,
professional learning communities, and reflection
practices now built into the very fabric
of how schools run and make decisions.
A review
of research on the impact
of professional learning communities on teaching
practice and student
learning.
Though the research literature is sparse, evidence is surfacing that types
of educator collaborative study groups such as lesson study, interdisciplinary teaming, and
professional learning communities, have impacts on teacher
practice and, again, limited evidence associating collaborative study groups with student outcomes (Gersten, Domino, Jayanthi, James, & Santoro, 2011; Sanders et al., 2009; Vescio, Ross, & Adams, 2008).
Academy participants work from problems
of practice, use cycles
of inquiry,
learn from case studies, and utilize virtual
professional learning communities and virtual individual coaching.
In her District Administration article «Sustainable
Professional Development,» Susan McLester includes substantial information about the creation
of learning communities and on - demand coaches that are available commercially to meet the needs
of a district, especially a small one that may not have the level
of expertise or the availability
of personnel to provide the necessary coaching and support to help its teachers create and sustain the new skills,
practices, programs and methodologies they want to implement.
Many in the field assert that there is now enough evidence and research to suggest that the implementation
of professional learning communities in schools represents best
practice.
Supporting Principal Leadership for Pre-K — Third Grade
Learning Communities addresses ways to enhance SEA and LEA leadership capacity for building P -3
communities, cultivate standards
of effective
practice for P - 3 principals and related leaders, develop practical implementation strategies as described by an elementary school principal and state education leaders, and consider implications for state and local policymakers, technical assistance and
professional developmental providers, and higher education.
«What promises to increase the worth
of districtwide
professional development, especially if based within schools and involving teachers in the planning, are those efforts concentrating on prevailing beliefs among teachers about teaching and
learning, current norms in the school
community, and classroom
practices.
Thus, this third
learning activity engages learners in proposing a problem
of practice that will focus the
professional learning efforts within a school and the actions for vetting and reaching a consensus on that problem across the boundaries
of school, academy and
community.
They encouraged the Department
of Education to «leverage social networking technologies and platforms to create
communities of practice that provide career - long personal
learning opportunities for educators within and across schools, preservice preparation and in - service educational institutions, and
professional organizations» (Office
of Educational Technology, 2010, p. xviii).
3.2 Leverage social networking technologies and platforms to create
communities of practice that provide career - long personal
learning opportunities for educators within and across schools, preservice preparation and in - service educational institutions, and
professional organizations.
Multiple studies have demonstrated that organizations that prioritize a performance - management system that supports employees»
professional growth outperform organizations that do not.25 Similar to all
professionals, teachers need feedback and opportunities to develop and refine their
practices.26 As their expertise increases, excellent teachers want to take on additional responsibilities and assume leadership roles within their schools.27 Unfortunately, few educators currently receive these kinds
of opportunities for
professional learning and growth.28 For example, well - developed, sustained
professional learning communities, or PLCs, can serve as powerful levers to improve teaching
practice and increase student achievement.29 When implemented poorly, however, PLCs result in little to no positive change in school performance.30
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.
CALICO Journal Cambridge Journal
of Education Canadian Journal for the Scholarship
of Teaching and
Learning Canadian Journal
of Action Research Canadian Journal
of Applied Linguistics - Revue canadienne de linguistique appliquee Canadian Journal
of Education Canadian Journal
of Educational Administration and Policy Canadian Journal
of Environmental Education Canadian Journal
of Higher Education Canadian Journal
of Learning and Technology Canadian Journal
of School Psychology Canadian Journal
of Science, Mathematics and Technology Education Canadian Modern Language Review Canadian Social Studies Career and Technical Education Research Career Development and Transition for Exceptional Individuals CATESOL Journal CBE - Life Sciences Education CEA Forum Center for Educational Policy Studies Journal Change: The Magazine
of Higher
Learning Changing English: Studies in Culture and Education Chemical Engineering Education Chemistry Education Research and
Practice Child & Youth Care Forum Child Care in
Practice Child Development Child Language Teaching and Therapy Childhood Education Children & Schools Children's Literature in Education Chinese Education and Society Christian Higher Education Citizenship, Social and Economics Education Classroom Discourse Clearing House: A Journal
of Educational Strategies, Issues and Ideas Cogent Education Cognition and Instruction Cognitive Science Collected Essays on
Learning and Teaching College & Research Libraries College and University College Composition and Communication College Quarterly College Student Affairs Journal College Student Journal College Teaching Communicar: Media Education Research Journal Communication Disorders Quarterly Communication Education Communication Teacher Communications in Information Literacy Communique
Community & Junior College Libraries
Community College Enterprise
Community College Journal
Community College Journal
of Research and
Practice Community College Review
Community Literacy Journal Comparative Education Comparative Education Review Comparative
Professional Pedagogy Compare: A Journal
of Comparative and International Education Complicity: An International Journal
of Complexity and Education Composition Forum Composition Studies Computer Assisted Language
Learning Computer Science Education Computers in the Schools Contemporary Education Dialogue Contemporary Educational Technology Contemporary Issues in Early Childhood Contemporary Issues in Education Research Contemporary Issues in Technology and Teacher Education (CITE Journal) Contemporary School Psychology Contributions to Music Education Counselor Education and Supervision Creativity Research Journal Creighton Journal
of Interdisciplinary Leadership Critical Inquiry in Language Studies Critical Questions in Education Critical Studies in Education Cultural Studies
of Science Education Current Issues in Comparative Education Current Issues in Education Current Issues in Language Planning Current Issues in Middle Level Education Curriculum and Teaching Curriculum Inquiry Curriculum Journal Curriculum Studies in Health and Physical Education Cypriot Journal
of Educational Sciences
The
professional learning community model is a grand design — a powerful new way
of working together that profoundly affects the
practices of schooling.
They argue that the research
community has failed to offer useful guidelines for «best
practice» that would help improve the quality and effectiveness
of professional learning activities.
AACTE is grateful to The Wallace Foundation for supporting participants in coalescing a
community of professional learning to explore pathways for improvements in principal preparation
practice.
The Newcomer Tool Kit provides (1) discussion
of topics relevant to understanding, supporting, and engaging newcomer students and their families; (2) tools, strategies, and examples
of classroom and schoolwide
practices in action, along with chapter - specific
professional learning activities for use in staff meetings or
professional learning communities; and (3) selected resources for further information and assistance, most
of which are available online.
Her doctoral work at Stanford University focused on the challenges and possibilities
of sustaining reform over time, as well as the role
of professional learning communities and evidence use in driving equitable
practices.
She is the primary architect
of a
professional learning model that integrates online videos
of research - based instructional
practices, collaborative
learning communities, leadership development, and onsite consulting.
Teacher leaders (1) foster a collaborative culture to support educator development and student
learning; (2) use research to improve
practice and student
learning; (3) promote
professional learning for continual improvement; (4) facilitate improvements in instruction and student
learning; (5) promote the use
of assessments and data for school and district improvement; (6) improve outreach and collaboration with families and
community; and (7) advocate for student
learning and the teaching profession.
Evaluating the impact
of a facilitated
learning community approach to
professional development on teacher
practice and student achievement
Each
of them passes the test
of being easy to understand and implement, especially with sustained focus and opportunities for teachers to
practice and refi ne them in
professional development and in team - based
professional learning communities.
A number
of school systems are complementing — not minimizing — the principal supervisor role with adult
learning best
practices that include principals self - assessing to determine their own
learning needs, engaging in cycles
of inquiry, and working in
professional learning communities with their peers.
In common planning time, teacher teams begin with an analysis
of the holistic needs
of students; in
professional learning communities, the teacher teams begin with the analysis
of students» academic progress; and in the critical friends groups, the teacher teams begin with an identified need or interest for improved
practice.
She has authored or co-authored numerous articles on school improvement and implementation
of professional learning community concepts and
practices.
In - service and veteran teachers similarly improve their own teaching
practices when they participate in
professional learning communities (DuFour, 2004; Senge, 2000) that enable a combination
of reflective reading and conversation along with concrete action and experimentation in their own classrooms.
With over 50 years
of combined
professional development experience, the AP21 series provides content, activities, and assessments that are built from the core belief that teachers
learn best when engaging in a
Community of Practice with peers who share a context.
(1.2, 2.6, 4.6) Reflect on the moral and ethical core
of your teaching
practice and on the relationship between your moral / ethical core and your identity and life experiences (TPE 6.1) Collaborate with classmates in
professional learning communities (PLCs) to analyze and evaluate the complexities
of ethical classroom teaching in culturally and linguistically diverse school settings (TPE 6.3)
Agency by Design Oakland is gathering a 2018 - 2019 cohort
of Oakland educators to participate in a
professional learning community focused on learner - centered
practice through maker - centered
learning.
Further, particular aspects
of teachers»
professional community — a shared sense
of intellectual purpose and a sense
of collective responsibility for student
learning — were associated with a narrowing
of achievement gaps in math and science among low - and middle - income students.14 Strong
professional learning communities require leadership that establishes a vision, creates opportunities and expectations for joint work, and finds the resources needed to support the work, including expertise and time to meet.15 Collaborative teacher teams can improve
practice together by: 16
More and more, schools are seeking to retain teachers by creating collaborative cultures through
professional learning communities, or PLCs; critical friends» groups, or CFGs; or teams comprised
of grade level or content teachers who meet daily to discuss teaching and
learning, student progress, and share best
practices.
Teachers who are part
of strong
professional learning communities feel less isolated, more supported in their day - to - day work, and more confident and satisfied with their jobs.44 Teachers need opportunities to consult colleagues, discuss complex teaching challenges, reflect on their
professional practice, and share what works.
The Math
Professional Learning Community (PLC) will explore how to enable children from birth through grade 3 to meet the first standard
of the Standards for Mathematical
Practice; namely, make sense
of problems and persevere in solving them.
The future ready district:
Professional learning through online
communities of practice and social networks to drive continuous improvement.
The Newcomer Tool Kit provides (1) a discussion
of topics relevant to understanding, supporting, and engaging newcomer students and their families; (2) tools, strategies, and examples
of classroom and schoolwide
practices in action, along with chapter - specific
professional learning activities for use in staff meetings or
professional learning communities; and (3) selected resources for further information and assistance, most
of which are available online at no cost.