INTRODUCTION Traditionally, teacher development typically occurs through trial and error in the isolated confinements of each teacher’s classroom with some periodic whole-group professional development (Goddard & Goddard, 2007). Within the past few decades, many schools and districts, including ours, have considered and experimented with Professional Learning Communities (PLC) as an alternative framework in guiding a more efficient development program for their teachers. PLCs are focused on enhancing student learning through developing teacher practices. The concept of PLC relies on using structured collaborative sessions amongst teachers within the school to build internal capacity. Through PLCs, teachers critically reflect on current practices, brainstorm solutions, and obtain help and advice from others in a supportive growth-oriented environment over an extended period of time (Vescio, Ross, & Adams, 2008; Nelson, 2009; Scher & O'Reilly, 2009; Bolam, McMahon, Stoll, Thomas, & Wallace, 2005). The theory of change guiding PLCs holds that by providing teachers with targeted support from within the school community, as oppose to hiring additional outside experts, professional developments can become for efficient. Implementation of effective PLCs requires intentional effort, school-wide and possibly district-wide restructuring of teacher schedules, and additional resources. For schools considering implementing PLCs, it is important to understand the logic of action and the benefits of PLCs as it relates to teacher improvement and increased student achievement. Analysis of the underlying logic of action and evidence from empirical studies show that developing Professional Learning Communities within schools can lead to increas... ... middle of paper ... ...Nelson, T. H. (2009). Teachers' collaborative inquiry and professional growth: Should we be optimistic? Science Education , 93 (3), 548-580. Phillips, J. (2003). Powerful learning: Creating learning communities in urban school reform. Journal of Curriculum and Supervision , 18 (3), 240-258. Scher, L., & O'Reilly, F. (2009). Professional Development for K–12 Math and Science Teachers: What Do We Really Know? Journal of Research on Educational Effectiveness , 2 (3), 209-249. Strahan, D. (2003). Promoting a collaborative professional culture in three elementary schools that have beaten the odds. The Elementary School Journal , 104 (2), 127–146. Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education , 24 (1), 80-91.
7. Rhodes, J., Chan, C., Paxson, C., Rouse, C. E., Waters, M. and Fussell, E. (2010), The Impact of
Fratt, L. (2007). Professional Development for the New Century. (Cover story). District Administration, 43(6), 56-60. Retrieved from Academic Search Complete database.
Vescio, V., Ross, D. & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching And Teacher Education, 24 (1), pp. 80--91.
Laura Jimenez’s article “The Next Frontier of Education Reform” was a well thought out article about the possibility for a new program called LEAP or LEarning Together to Advance Our Practice to help improve the failing system of improving our public school educators. Jimenez uses accurate data to show the reasons behind the need to reform educator professional development and shows different examples of how this could be accomplished. She largely looks at the DC public school system’s IMPACT and the newly created LEAP projects.
Teacher knowledge has always been the basis to an effective learning experience. Without a knowledgeable teacher, students are not able to receive a quality educational experience. This pillar encompasses the influence teachers have on student learning and achievement, possession of research based knowledge, and effective teaching practices. I thrive to be educated and knowledgeable on the information presented to my students. By having a variety of teaching techniques that work and I use often in my classroom, I am able to mold my instruction around student needs and provide efficient and
Marzano, R.J. (2007). The art and science of teaching. Alexandria, VA: Association for Supervision and Curriculum Development.
According to Schmoker and DuFour, the most powerful learning results while taking action; the goal is not perfection but taking action to improve learning. Once established, a professional learning community should move toward action within a month. Following whole school overviews in August focused on current data, development of school mission, rationale and purpose of a professional learning community, team building, and establishing logistics of professional learning community meetings, professional learning community teams will move toward action of professional learning community development by
Early on in my career as a teacher I learned the value of professional growth for myself. This took the form of professional development that I gained from conferences I attended and grants I was awarded. I also knew that I could share what I learned with others within my school and presenting at conferences. As an educational technology leader I use the knowledge and skills gained from my university classes in providing professional develop...
Professional development is critical to success in a teacher’s career. Teachers need to be opened to continuing their education and consistently reflecting on lessons and interactions with students. At the expert stage of teaching, “the teacher’s practice is characterized by fluency, automaticity, and efficiency” (Garmston,1998). In order to achieve this level of teaching practice, the educator must continue to learn new teaching strategies, understand the curriculum, recognize students and their differences, and conduct self-reflections. A teacher who is dedicated to professional development and wanting to improve their teaching, will make a stronger impact on students. I believe that I am in the Proficient level of performance according to the Framework for Professional Teaching Practices (Danielson, 1996).
Cohen, L. Manion, L. Morrison, K. and Wyse, D (2010) A guide to teaching practice. London: Routledge.
Teacher effectiveness has generated different definitions depending on how it had been viewed. Jupp and Education (2009) define effectiveness as “the practical outputs of teachers”. These outputs take place in two different forms, quantitative and qualitative. Quantitative means it can be measured or expressed in numerical form. Qualitative is related to the character of something. Test scores and assessments of students are quantitative and teacher observations of their students are qualitative. In their article, Jupp and Education (2009) strongly feel teacher effectiveness cannot be looked at based on one point in time; instead students learning should be evaluated from the beginning of a school year to the end looking at what students know before and what they know exiting.
Another factor considered in this study is the professional development of teachers. Professional development of teachers is a strong factor that enhances teachers’ knowledge and learning. A number of studies have reflected that the said factor is imperative to a positive change of every individual that seeks development professionally.
...o expand knowledge of subject matter is through read books, journals, and magazine, participate in professional development activities and attend conferences. The value of participating in professional associations and organization helps teacher to move towards expertise to become engaged, active, and passionate and connect to their students (Laureate Education, Inc., 2009). As the teacher enhance and grow in the professional development can have a greatly impact on student learning, “Expert teachers know more than novices and organize that knowledge differently, retrieve it easily, and apply it in novel and creative ways” (Garmston, 1998). Therefore, there is such a significant value of participating in professional development through joining association or organization to help teacher to grow in expert in teaching and making an impact on student learning.
The National Staff Development Council (2009) shed more light on professional development in education. The definition put out by the NSDC (2015) in a proposed modification to the elementary and secondary education act, states that professional development is “a comprehensive, sustained and intensive approach to improving
Whitton, D., Barker, K., Nosworthy, Sinclair, C., Nanlohy, P. (2010). Learning for teaching: Teaching for learning. South Melbourne: Cengage Learning