edu 558

1. Educational Paradigms or Models
Strayer University
Assignment 3 Submitted in Partial Fulfillment
Of the Requirements for the Course
EDU 558: Seminar in Teacher Leadership
Valentina Belle
February 25, 2018

2. Educational Paradigms or Models
Introduction
Education plays an essential role in shaping the lives of students. For this assignment, this
writer will discuss the professional learning community (PLC's) model and the constructivism
paradigm. This constructivism paradigm and the professional learning center model are closely
related, and both ultimate goals are to help transform a school into a learning community and to
improve student learning. According to Crockett (2002; Stanley 2011), the use of learning in
communities is an increasingly popular model of professional development, particularly about
teacher effectiveness and student learning. Learning is shared, and the opportunity to practice
expands the knowledge base of group members (Van Driel, 2012).
Professional learning communities in schools have established their permanent place in
education as one of the key drivers of teacher professional development for the last two decades.
Many researchers define PLCs in a variety of ways. For instance, many of them tend to describe
as groups of individuals who:(1) engage in ongoing collaborative activities to identify and work
towards common goals, (2) co-construct, share, and disseminate knowledge, and (3) share and
reflect on individual practices (Hord, 2009; Lieberman & Miller, 2011 Pella, 2011). Effective
PLCs are often said to have shared norms, beliefs and values, leadership among its members
(Hord, 2009), and involving engagement in the collaborative inquiry (Stoll et al., 2006).
However, Horn and Kane (2012) argue that more knowledge is needed on the
development of teacher communities to successfully and effectively cultivate professional
learning communities in schools. Constructivism is defined as an approach to teaching and
learning based on the premise that cognition learning is the true result of mental construction. In
other words, students learn by making new information relevant to the information that they have

3. Educational Paradigms or Models
already acquired. Using the paradigm students can control their learning. This process put the
student in control and makes them experts in their learning. Similarly, the teacher plays a part in
creating various situations where the students feel safe questioning and reflecting on their
processes. The teacher also creates individualized activities that lead the student to reflect on his
or her prior knowledge and experiences. Constructivism gives students total ownership of what
they learn. In preparing a constructivist assessment, it has to be put together in a manner that the
assessment benefits students by engaging them to take an initiative to invest in their learning.
Using this approach the students can determine whether or not what they are learning is relevant
to real-world experiences. As stated by Olusegun (2015) where assessments are concerned the
students work, and observation is an important process in the constructivism classroom.
Knowledge is dynamic and an ever-changing experience where students are graded and work in
groups.
Economic Factors on Schools
The effect of economic factors on school when implementing an educational paradigm
and or model to help transform schools into learning communities can be challenging. In the
educational setting school leaders who come from homes and communities that may have been
deprived may tend to look at the economic factors differently. For example, the experiences are
different than those who may have come from a more affluent household and community.
Also, students who come from low-income backgrounds are more likely to engage in some
unfavorable or complicated path in school, for example, their academic performance may not be
up to par because of certain economic factors, or they may be forced to delay or put on hold their
education due to financial difficulties. This may result in the students being withdrawn out of
school or delaying their education for a period.

4. Educational Paradigms or Models
Moral Order Factors on Schools
According to Chein, (1972).morals are caught, not taught. They take shape not through
precept, but rather through the uncountable ordinary and informal contacts we have with other
people. The moral factor in school may be attained in several ways. According to Chein (1972)
in education students, moral development is both implicit and inevitable. However, teachers still
are faced with challenges when it comes to moral and students. The moral factor sometimes
helps empower and enable students to make the right choices. Consequently, the actions by the
students will lead to high attachment to enhance school performance and school attendance that
will elevate the student commitment to the school.
School Board Leadership on Schools
The school board is an important factor in the leadership of schools. The school board
leads in many ways, mainly by making and setting policy. The school board is leadership is
essential from the top down. This lead to the superintendent and the school administrators do
what they are supposed to do. For instance, the school board holds the school and the
administrators accountable for the academic performance of the school. When A school board is
active, and on top of current educational issues and reforms, this will bring about a positive
impact on the school. Also, a school that is efficiently led by the school board and the
superintendent has a positive impact on its members and staff and faculty. School board that
gives sound leadership is highly respected and effective. The school board must show a firm
hand. The school board, the superintendent, and the principals must stay focused and remain
firm, fair and consistent at all times. This will motivate the staff to meet the educational needs of
the students so that they will excel and make significant academic progress. High experience and

5. Educational Paradigms or Models
well-educated school board use data to make decisions and to drive instruction, and this will
assistant the school and the district to perform better.
Social Capital on Schools
Social capital has resonated strongly with communities all across the United States
According to Bourdieu (1986) social capital is based on individual relations that emerge as a
result of and are shaped by individual group membership. Social capital is a powerful predictor
of student achievement gains than any of the measures of teacher knowledge, ability, or
experience. Also, rural schools have long faced challenges in recruiting and retaining highly
effective teachers and leaders (Monk, 2007).
According to s Johnson and Strange (2009) over nine million students attend public
schools in rural areas and these students face some challenges as they prepare for the future,
including high poverty, geographic isolation, limited access to postsecondary educational
institutions, and restricted employment opportunities in their hometown communities. However,
some researchers have extended the concept of family social capital to the school context. For
example, Parcel, Dufur, and Zito(2010) highlighted the importance of bonds between parents and
schools that can combine to facilitate educational outcomes. They considered (a) private school,
(b) teacher-student and counselor-student ratios, (c) various dimensions of school environment
(i.e., school social problems, school physical environment, communicate, and teachers care), and
(d) parental involvement in school activities as measures of school social capital (Parcel and
Dufur 2001).
According to Hartas (2012); Muir (2012) children's social class is still the most
significant factor in determining whether children succeed or fail in education. Low-income
parents find it difficult to help their children, especially at home without the needed resource.

6. Educational Paradigms or Models
Although, parents may not have the physical resources are still a beneficial resource for their
children. Parental involvement in primary schools is greater than that in secondary schools, with
parents developing a connection to the school when dropping children at and collecting them
from school (Harris and Goodall 2008).
My Educational Model
The educational model that this write would create is a model will be centered around
technology and professional learning communities. This model will incorporate shared learning
and high expectation for both students and teachers. We will work to instill in all students that if
you believe you can achieve. This is under the assumption that all students can learn, but at
various paces. The teachers will have open communication in an effort to remove all barriers that
prevent student learning. Teachers will plan together and communicate regularly with each other
about their teaching strategies.
This model will incorporate the assessing for teaching and learning model. This will
ensure that student’s assessments and other data will be used to make decisions to improve
teaching and learning. Teachers will use a variety of techniques to reflect on and support
learning. Professional learning communities will be used so teachers can share, discuss and
meditate on the positive effect on teaching. Various technology hardware and software will be
available to support students and teachers. The curriculum will be visited often to ensure that the
instruction includes interventions for students who are not mastering the objectives and
benchmarks set forth by the school district and the state department of education.
As stated by the American Federation of Teachers (2013) effective professional
development along with the use of professional learning communities can be an essential factor
in transforming schools into learning communities.

7. Educational Paradigms or Models
Conclusion
In conclusion, initiating, effective change in the school setting and transforming a school
into a learning community does not come easily or just happen. Any successful effort to initiate
change poses a challenge and must work is required. Using the model that this writer created will
be a driving force in transforming a school into a learning organization. Shared learning and
opportunities to practice that learning over time expanded the knowledge base of teachers (Van
Driel and Berry, 2012). According to Salas Velasco (2014) teaching has change and there are
many challenges when one way of teaching shifts to another way.
Change is hard and teachers have to be prepared to meet the demands of a more rigorous
teaching style. The school improvement and improving the learning outcomes of students is
possible. Teacher must shift the focus of teaching learning process on concept development and
deeper understanding.

8. Educational Paradigms or Models
References
American Federation of Teachers. (2013). Center for school improvement. Retrieved February
19, 2018 from http://www.aft.org/issues/schoolreform/csi/institute.cfm.
Bourdieu, P. (1986). The Forms of Capital. In John G. Richardson (Ed.), Handbook of Theory
and Research For The Sociology Of Education. Pp. 241-258. New York: Greenwood
Press.
Chein, I. (1972). The Science of Behaviour and the Image of Man. New York: Basic.
Crockett M. D. (2002). Inquiry as Professional Development: Creating Dilemmas Through
Teachers’ Work. Teaching and Teacher Education. 18. Pp. 609–624.
Dagar, V. & Yadav A. (2016) Constructivism: A Paradigm for Teaching and Learning. Arts
Social Science Journal. (7)200.
Harris, A., and J. Goodall.(2008). Do Parents Know They Matter? Engaging All Parents In
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Hartas, D. 2012. Inequality And The Home Learning Environment: Predictions About Seven-
Year Olds’ Language And Literacy. British Educational Research Journal. 38. Pp. 859–
879.
Hord, S. (2009). Professional Learning Communities. Journal of Staff Development. 30(1). Pp.
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Mathematics Teachers’ Conversations.” Paper presented at annual meeting of the

9. Educational Paradigms or Models
American Educational Research Association. Vancouver, Canada.
Johnson, J. Strange, M. (2009). Why Rural Matters 2009: The Realities of Rural Education
Growth. Arlington, VA: The Rural School and Community Trust.
Lieberman,A.,&Miller,L.(2011).Learning Communities: The Starting Point For Professional
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Monk D. H. (2007). Recruiting and Retaining High-Quality Teachers in Rural Areas. The Future
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Parcel T. L, Dufur, M. J & Zito R. C. (2010). Capital At Home And At School: A Review And
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Pella, S. (2011). A Situative Perspective On Developing Writing Pedagogy In A Teacher
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10. Educational Paradigms or Models
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Communities: A Review Of The Literature. Journal of Educational Change. 7. Pp. 221–
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