Professional Learning Community Analysis

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Schools can be referred to as many things from schools to institutes, as well as learning organizations, when we look at what common goals and interest they all inspire to build the concept of their professional and educational development, it seems to be the well-being of our children. Much like, that of learning organization, learning communities stress leadership and support are perhaps the most efficient parts of its concept. In learning communities, frequent meetings of educators are held. In these meetings teachers and administrators work collaboratively as they share their expertise and build from one another’s strengths to improve the weak areas are also a strategical part of their developmental process. According to Shirley Hord “Professionals …show more content…

Each of these groups can work individually, rather than with the entire school or collectively, to include all resources inside as well as outside of the school for professional and student development.
Richard DuFour, an expert on the subject of learning communities, stated that the terminology of a school being a professional learning community should only be applicable to “schools in which all teachers and school leaders use specific, recommended strategies(GER,2014). Learning communities serve two main purposes(GER,2014):
1-Improve -dialogue, skills and knowledge of teachers and students through collaborative efforts such as study; Share/exchange expertise to improve teaching strategies and student learning
2-Improve- educational aspirations, student attainment through stronger more effective leadership and teaching and academic …show more content…

Within that of the descriptive efforts of traditional education, the views are controversial, some strongly support the views of school being a preparatory for life. In doing so the students are viewed as being passive absorbers of both authority and information, in which the teachers are the sources. Within the confines of traditional education, parents and community units are excluded and viewed as outsiders and are uninvolved. The outside community is an excluded member of the inside school community society. Yet, they are expected to participate in funding the traditional school, but are not an active constituent of decision-making. The decision-making is centralized and based solely from that of the traditional school administration, and their programs with the system are determined by external criteria such as high-stake test results imposed or mandated by state and federal

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