Sentences with phrase «refining teacher communities»
Findings from these studies have shown the promising outcomes in designing and refining teacher communities of practice (MacDonald, 2008), as well as in refining PD design and improving teacher instruction and student outcomes with technology (Wang, Hsu, Reeves, & Coster, 2014).
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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.
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
In fact, I (and many others in the academic and policy communities) believe it's time for a major rethinking of how we structure teacher evaluation to ensure that teachers, as professionals, can benefit from numerous opportunities to continually refine their craft.»
Professional learning communities (PLCs) provide an avenue for teachers to work collaboratively to translate research into practice, develop and refine new strategies, plan learning sequences, analyse data and evaluate impact.
Even more powerfully, you can use professional development time to highlight and refine performance assessments written and implemented by teachers in your own community.
In successful schools, which typically operate as strong professional learning communities, teachers systematically study student assessment data, relate the data to their instruction, and work with others to refine their teaching practices (Fullan, 2000).
This shared space allows the sharing of ideas and resources, growing and refining the collective teacher efficacy of the whole Maths Pathway community.
This support will help NCTAF refine and improve the STEM Learning Studios approach and enable us to build a strong technical assistance strategy for state and district leadership to engage teachers, students, and communities in collaborative teams,» said Elizabeth Foster, NCTAF's Senior Director of Strategic Initiatives.