The work of professional learning communities (PLCs) can be seen in schools throughout the United States as well as all over the world. This literature review will address what exactly a professional learning community is and what purpose drives the work of the PLC as well as what they focus their time and energy on. Research on what an effective PLC looks like and what support is in place for those teachers who work in a professional learning community will be examined, as well as an overview of what obstacles face a PLC will be discussed. Finally, there will be an examination on what a non-traditional professional learning community is, what obstacles are unique to their collaborative process, and what has been suggested to help overcome …show more content…
In support of the ideas presented above, Hord (1997) stated that professional learning communities possessed “a strong goal of learning, a vision that is consistently articulated and referenced as a guide-post in making decisions about teaching and learning” (p. 96), while adding that the members were supportive and shared leadership, that their vision was focused on student learning, the group learned together, and that they supported each other while sharing personal practices. Eaker and Keating (2008) added, “professional learning communities acknowledge there is no hope of helping all students learn unless those within the school work collaboratively in collective effort to achieve that fundamental purpose” (p. …show more content…
Eaker et al. (2002) described how each of these four pillars impacted the members of the PLC can be tied directly into the questions that DuFour, DuFour, Eaker, and Karhanek (2004) proposed for the members of a PLC to consider. DuFour et al. (2004) asked the teachers they were working with to consider what their fundamental purpose was. Eaker et al. (2002) answered this question with their description of the concept of the mission, which they described as the fundamental purpose of the school or the reason it existed. Eaker et al. (2002) reported that the vision was what the professional learning community believed their “realistic, credible, and desirable future” (p. 4) was and why they were motivated to work together to make it a reality. This pillar directly related to the question that DuFour et al. (2004) asked, “what must we become as a school to better fulfill that purpose” (p. 3)? Eaker’s et al. description of values asked the staff how they needed to behave and what attitudes or collective commitments they needed to have and make in order to achieve their goals and directly related to DuFour’s et al. question for PLCs of “what collective commitments must we make to
Belanger v. Swift Transportation, Inc. is a case concerned with the qualified privilege of employers. In this case Belanger, a former employee of Swift Transportation, sued the company for libel in regard to posting the reason for his termination on a government data website accessible to other potential employers. Swift has a policy of automatic termination if a driver is in an accident, unless it can be proved that it was unpreventable. When Belanger rear ended another vehicle while driving for Swift the company determined the accident was preventable, while Belanger maintained it was not. Upon his termination Swift posted on a database website for promoting highway safety that he was fired because he “did not meet the company’s safety standards,”
Their professional outlook on how education should be has allowed me to envision a better future for students of all ages. Smaller classes, but more classes for only a certain number of students to learn, will be a must. Also, teaching students of all ages “things to know about the adult life” is a requirement. This will help glue what should be and what is to grow into a question of the past. My plan is to create a growth of love for learning for the young generation.
This proposal is designed to address the need for professional development of which can be utilized in assisting teachers within our institution mature and grow educationally for the purposes of becoming better instructors for the purposes of education our students academically and assisting them to succeed within their academic goals and objectives. The proposed plan of action of which can ultimately assist bot our facu...
Curriculum mapping within a professional learning community is a procedure for collecting and documenting what is taught in the classrooms. The focus on mapping is on units, content, skills, strategies, assessments, and resources that can be used to improve student learning and performance. According to Perkins interview with Jacobs, the key to curriculum mapping is that colleagues can share electronic data immediately so that everyone knows what is being taught in other classrooms today, last year, and in the future (2003). Technology makes mapping easier because educators can share and revise instantly. There are many ways that schools can make and use a curriculum map. Schools within a district can all participate in the creating and using of the curriculum map or one school in a district can write a map and then share it with other schools in the district depending on the size and needs of a district. Technology is helpful in both approaches and allows work to be done without the need for everyone to be in the same location at the same time. The process of curriculum mapping requires collaboration of knowledgeable teachers and administrators and is an ongoing process where all stakeholders reflect and revise constantly. The professional learning community (PLC) is an important part of the process because many can work together to create a better curriculum with a collective set of goals and reflective practice. According to Vdellhofen, reflective practice, collective focus of student learning, collaboration of clear and focused learning goals are all attributes to using PLC’s to map curriculum (2011). Schools are constantly trying to find ways to improve student learning and performance. Vdellhofen states that...
In the 21st century, more educators are working collaboratively with other teachers to enhance their learning and promote their professional growth. Some schools provide professional development workshops so teachers can learn new teaching strategies to become better educators while others schools lack these professional workshops. There are still few individuals that do not believe that working collaboratively makes a difference in student learning and as educators, we must respect their opinions (Knight, 2008). As educators, we must make sure to establish a partnership with other teachers to promote learning and make a difference in student learning. According to knight (2008), working collaborative with other teachers is very critical for
to be. Completing this activity also served as the foundation needed to later refine the vision and mission statement. -Discuss current mission and vision Committee members discussed the schools current mission and vision. The district mission and vision was examined and checked for alignment. During this discussion, committee members determined that the schools mission was not completely aligned with the districts mission.
Learning must begin with the teacher accepting the role of a learner by being willing to study and by being willing to apply oneself to becoming a professional educator, well prepared, and relentlessly endeavoring to advance one’s practice (Frere, 2005). As teachers apply themselves to becoming learners, then they can more aptly educate others. Teachers should not overlook professional preparation; however, they must also consider part of their efforts in scholarship to be constructing relationships with their students.
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.
The PD program does increase the capacity of faculty because we learn new strategies for learning and engaging learners. By looking at data, faculty is able to align their instruction to the school’s vision and mission. Twice a month (at least) all faculty attend the Professional Learning Communities (PLC) training workshops. These are geared towards instruction, district initiatives, and student achievement. Professional Development is provided for teachers to assist them with the required materials to guarantee all students obtain highly quality instruction.
The cadre model provides professional learning opportunities in a cohort situation led by trainers who also act as the instructional coach in the schools were the teachers teach. A cohort is defined as a tight-knit, reliable, common-purpose group that significantly affects the way adult learners learn and grow professionally. Academic learning, emotional support, and perspective have been studied with conjunction to Kegan's (2001) theory of adult development in cohort learning settings. Each of those concepts have had positive results from cohort learning models in adult learner settings according to Drago-Severson, Helsing, Kegan, Popp, Broderick, and Portnow (2001). Knight’s (2007) instructional coaching partnership philosophy is centered on providing intensive, differentiated support to teachers so that they are able to implement proven practices with a relationship approach.
In the role of a principal are many factors that influence the style in the administration of a school. These factors can be the vision and goal, communication, teamwork, collaboration among all stakeholders (Glickman, et al., 2010). In education, are encounter different philosophies that are determine by the school system (Moccozet, et al., 2009). These philosophies drive the mission and vision of a school, that varies from school to school and some of this schools incorporate the philosophies as part of their mission. The philosophies of education that are present in the chosen school are existentialism, and experimentalism (Glickman, et al., 2010...
We must have the correct mind-set. We believe our students can learn; have high expectations; are willing to give extra help; find ways to make
Because it is strongly community based, popular education takes a wide variety of forms. However, the process usually follows a pattern or cycle described as action/reflection/action (Arnold and Burke 1983) or practice/theory/practice (Mackenzie 1993). Beginning with people's experience, the community initiates problem identification; then they reflect on and analyze the problem, broadening it from local to global in order to develop theory; next, participants plan and carry out action for change. Adult educators can facilitate the process by serving as democratic collaborators who ensure that learning takes place and leadership and self-direction develop in the group (Arnold and Burke 1983). Facilitators keep the group on track and encourage participation, but they should also try to foster a longer-term perspective on the problems addressed, helping the group place the issues in social, historical, and political context (Bates 1996).
...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 learning environment connects the classroom to the community through a democratic approach. This community based learning brings the world into the classroom so students can implement social change and challenge social inequalities. The curriculum focuses on student experience and taking social action on real problems such as hunger, violence, and discrimination. It is important to instruct students to explore in group settings so they can work together to analyze and develop theories that can help each other and make a real different in the world. As a future educator, it is important to not only to teach my students the issues in our world, but how we can work together to find