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Learning as a component of professional learning communities
Learning as a component of professional learning communities
Learning as a component of professional learning communities
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Establishing a professional learning community in a school requires a big commitment from all school staff. Many educators have experienced that creating a professional learning community in a school is an effective way to have more students succeed in school. It is very essential for all educators to share their beliefs and values with other colleagues because they know the importance of unifying these elements in a learning community. In this essay, I will be providing the analysis of my school, personal experiences supporting the analysis, areas to lead change, role of diversity, and ways to approach parents explaining issues in school.
After reviewing the information in “The Professional Learning Communities Continuum”, I reflected upon
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I share instructional strategies and resources with my school staff in our weekly meetings, vertical teaming, and professional developments. Sharing instructional strategies and techniques helps teachers build their capacity (Laureate Education, 2008b). My analysis of the school helped me identify areas that my school needed to improve. As a teacher leader, one of the areas that I can begin to lead change is helping students understand that working collaborative and establishing productive communications enhance learning. As a leader, I can also lead change in working collaboratively with other colleagues to establish trust in the school. According to Moran (2004), the five facets of trust that are essential in establishing an effective professional learning community are benevolence, honesty, openness, reliability, and competence. Discussing these topics with my school-based team, I received positive feedback that helped me identify the areas of need in my school and reflect in my teaching practices to become a better teacher leader. In addition, we discussed different ways on how to establish a better professional learning community in our school by building trust with colleagues and allocating time to discuss issues affecting …show more content…
In addition, they develop an understanding of the perspectives of children from different backgrounds as well as function in a multicultural environment. The way I would explain these issues to parents is by establishing parent meeting and discuss the advantages of establishing a professional learning environment in the school. An effective leader establishes good relationships with parents and build trust because it is essential for an educator to be authentic, open, consistent, flexible, and care for their child’s education (Wiggins & McTighe, 2006). Personally, one of the most critical components in establishing an effective professional learning community for a teacher leader is establishing trust with colleagues, administrators, parents and students. Without trust, schools are unlikely to be successful in their efforts to improve and to realize their core purpose (Moran,
We as educators must always act in the best interests of the children, while we seek to understand and embrace the different cultures by talking, listening and learning from the families and communities that surround us.
Establish workable relations with teachers either one-on-one, small group, or large group instruction or discussions.
In both Erin’s and Jamie’s school, there was a fundamental distrust of the students by the faculty and a fundamental distrust of the faculty by the students. This environment led to a disconnect between the faculty’s methods and the student’s needs. When Erin and Jamie began to trust their students, that trust was reciprocated in time. Trust in the classroom led to better behavior in the classroom, more interest by the students, and greater expectations of each student’s work. These three factors, based on trust, allowed both Erin’s and Jamie’s class to flourish.
Tinto, V. (2000). What have we learned about the impact of learning communities on students?
Shortly after our session began, Dr. Hooper asked us to give a short “elevator speech” designed to provide others with a glimpse of the nature and work of the PLC groups we are leading in our schools and departments. As each of us shared our thoughts, one recurring theme emerged – time. Most students stated finding the time to meet with their PLC was difficult. Some said their PLCs were frequently cancelled. Others indicated they wanted to ensure the PLCs they were leading made the most of teachers’ time. A few shared their creative scheduling tips. As we progressed through the day, we learned that a strong learning organization has effective instructional leaders who develop school and teacher schedules that maximize instructional time and provide educators with job-embedded collaborative professional learning opportunities. Even though administrators are faced with competing initiatives, priorities and the day-to-day demands involved in teaching and leading schools, leaders should make professional learning communities a priority. Vescio’s (2006) review of the literature indicates when teachers participate in learning communities: (1) Student achievement scores improve over time as a result of the focus on student learning; (2) Teaching practice is impacted positively; and (3) Teaching and school culture improve because teachers become more collaborative and empowered. Learning communities can encompass multiple learning levels ranging from a classroom community of learners, to teachers, to parents, multiple schools, and district-level departments. Dr. Hooper shared an effective practice of a school administrator who formed a learning community with his cafeteria workers.
Instructional Coaching (IC), described in Instructional Coaching: A Partnership Approach to Improving Instruction (Knight, 2007), provides intensive, differentiated support to teachers so that they are able to implement proven practices. The Conceptual Framework is centered on the educational professional and several themes that support the professional practice. This assignment will use the previous week’s focus group participant responses that summarized the expectations of characteristics and types of support offered by an effective coach or mentor within the teacher’s school. The information will relate the teacher’s responses to instructional Coaching components and Conceptual Framework themes from this course.
Teachers must understand the culture of their students. Being able to understand the cultural differences will help to make a connection of what is being taught. “Helping learners make the link between their culture and the new knowledge and skills they encounter inside school is at the heart of ensuring that all students achieve at high levels” (National Education Association, 2011). Helping our children understand their culture helps them to learn about their roles in the world. Educators are suppose to work with their students to culturally develop their student in a very diverse world. Knowing where they com from and having a solid understanding of their culture will prepare them to be responsible, proud individuals. Its important for teachers and administrators to be culturally diverse so that they are able to connect with their students. When students can make a genuine connection with their teacher, they feel a sense of belonging and they feel that some one cares about them as a person not just a student. Having that sense of feeling that they matter will motivate them to do their best at all
Effective partnerships between families and school emerge from a mutual trust, respect and understanding of each other’s values and goals. By maintaining such partnerships, we create a healthy environment for children to develop. All families have something unique to offer and educators need to recognize this and make the most of it by incorporating all families into the school community.
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.
Nurturing a trusting relationship strengthens safety and the willingness to take risks needed for higher learning to occur If I ever feel I have learned all there is to know; it is time to stop working in education; because I will have lost my passion. Purpose -
A teacher today needs to have an ability to relate to and create partnerships not with their students, but also families, administrators and other professionals. This ensures that all persons involved with the education of the student are on the same page. All involved then work in harmony and help each other achieve the common goal of educating the student in the best possible way for the best possible result. (Wesley, 1998, p 80)
Intensive professional development is crucial for increased student achievement. I have learned that PLC meeting must focus is on improving instructional practices, not parent involvement or dismissal procedures. These topics are important but not appropriate during PLC meetings. DuFour states, “The rise or fall of the professional learning community concept depends not on the merits of the concept itself, but on the most important element in the improvement of any school-the commitment and persistence of the educators within it (DuFour, 2004, p. 11). Professional Learning Communities work together, analyze data and change their instructional practices in order to improve student
Professional development, in its most simple definition, is learning opportunities. Under professional development, individuals are open to a wide array of these opportunities in order to gain knowledge and improve. The learning opportunities that make up professional development take up many forms. Conferences that aim to teach new skills and methods, formal pieces of academic material, training methods provided by an external or internal organizations are all learning opportunities through which professional development is attained. Professional development is a continuous process, that requires adapting to new techniques and approaches to improve a person’s technical capabilities.
Collaborative leaders have a positive impact in schools. Even though principals are responsible in leading the whole school, those that have the ability to inspire their teachers to follow and share his or her vision, will make a positive impact. Interaction between leader and teacher is necessary to make positive changes. Allowing teachers to participate openly and respectfully creates trust and confidence. Teachers that trust their principals and feel are taken into consideration will work harder to meet and exceed expectations. Honesty, communication, confidence and respect between leader and teacher will lead to great team work.
I have decided to become a teacher because I love children. I enjoy watching them grow, and I want to make a difference in the lives of my students. As a teacher, I will do everything that I can to ensure that each becomes a productive, successful citizen in life. In order for me to obtain this goal, I will create a loving, positive, respectful, and safe learning environment where each student will be treated equally and be encouraged to do his or her best. Keeping this in mind, there are four elements that I must remember which includes (1) how young children develop, (2) what they should know and be able to do, (3) instructional strategies that I have learned, and (4) my feelings regarding parent involvement.