Sentences with phrase «sustaining professional learning communities»

She facilitates professional development for implementing and sustaining professional learning communities.

Overcoming these challenges is not impossible as evidenced by the increasing number of schools committed to and trained for sustaining professional learning communities.

funded by a grant to the BCS, the Chartered Institute for IT, in partnership with Computing At School Scotland to create strong self sustaining professional learning communities with better links to HE, FE and industry.

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

How do these principles guide schools» efforts to sustain the professional learning community model until it becomes deeply embedded in the culture of the school?

Not exact matches

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.

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.

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.

Adequately resourcing teaching staff and providing professional learning in relation to student wellbeing topics will build their capacity and ensure messages are well - received and sustained by the school community.

Her professional interests lie in the areas of English language teaching & learning, teacher efficacy, professional development, teacher education and creating and sustaining culturally responsive learning communities.

Does the school employ a variety of collegial and sustained professional development activities (e.g., mentoring relationships between new teachers and experienced teachers, high - quality teacher induction programs, professional development drawing on school - level expertise, professional learning communities, collaboration among teachers, and relationships between teacher teams and social service support providers that serve students and families)?

Teachers as Owners: A Key to Revitalizing Public Education demonstrates how being an owner rather than an employee can give teachers control of their professional activity, including full responsibility and accountability for creating and sustaining high - performing learning communities.

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.

I consult with Facing History to help develop a distributed, networked, scalable model of professional learning that will allow their committed community of educators to scale and sustain their work.

Three areas of interest emerge from that research: teacher knowledge, skills and dispositions; professional community (schools as a collective enterprise); and program coherence (clear learning goals sustained over time).

If they fail to demonstrate the discipline to initiate and sustain this work, then their school is unlikely to become more effective, even if those within it claim to be a professional learning community.

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.

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.

Furthermore, in order to create and sustain a professional community that flourishes with continuous learning, leaders need to be able to engage in the adaptive work of cultural change.

Using the multi-year, collaborative Container Building Research Project at Marietta City Schools, where students are mentored by trained professionals, participants will learn strategies on how to develop and cultivate authentic partnerships within the community and to create an authentic and innovative learning environment that will inspire students to discover their innate abilities, to capture their curiosity, and to connect them with opportunities that will help them be sustained through life.

Our team helps administrators and educators create a community - wide plan to make their vision a reality, understand opportunities for professional development and system alignment and build capacity to sustain personalized learning practices.

Building on extensive evidence that school - based teacher learning communities improve student outcomes, this book lays out an agenda to develop and sustain collaborative professional cultures.

Our team helps administrators and educators create a community - wide plan to achieve their vision, understand opportunities for professional development and system alignment and build capacity to sustain personalized learning practices.

Used together, the videos and the toolkit provide valuable professional learning among educators working toward creating and sustaining equitable, personalized, and academically challenging schools for all children in all communities.

Receive guidance on forming and sustaining collaborative teams in a Professional Learning Community at Work ™ culture.

Accomplished principals will share the latest research and analysis on evidence - based strategies to support the role of principals according to ESSA evidence tiers, discuss how ESSA provides states and districts with ample opportunities to provide on - going professional support for principals, and share key strategies for sustaining high quality professional learning communities for principals and other school leaders.

Using insights from a 13 practitioners who have implemented and sustained collaborative cultures of continuous improvement in schools around the nation, this anthology answers the most important questions surrounding professional learning communities (PLCs).

Lifecycles of Educators: Essential School Staff Development: This issue examines the career directions of Essential school teachers and education leaders, focusing on professional learning communities to address the challenge of developing the capacity of educators and administrators to sustain success, create improvement, and start new schools.

School administrators, in particular, help develop professional community through their attention to individual teacher development, and by creating and sustaining networks of conversation in their schools around issues of teaching and learning.

Building a true professional learning community is the most promising strategy for sustained, substantive school improvement.