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This document summarizes a presentation about professional learning communities (PLCs) in schools. It discusses how PLC time is currently used, member involvement, motivation and effectiveness on pedagogy based on survey results. Common PLC activities included professional development, problem solving for classrooms and educator interaction. However, survey results showed room for improvement in how effectively time is used. The presentation provides recommendations such as starting strong with a group plan, updating it over time, and making time for educators outside of scheduled PLC meetings.
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![Introduction
• The teacher’s role:
• Professional
• Learning
• Communities
Jackson, A. (2011). Plcslap [cartoon]
http://www.andertoons.com](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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Corrie Woolcott is applying for roles in learning and development, training, and organizational development with an emphasis on learning management systems. The document provides Corrie's responses to 6 questions asked as part of a skills analysis for these roles. In the responses, Corrie describes experience managing a training plan for a transformation initiative at Vistage, leading change management for an LMS transition, experience with various learning management systems including creating training content and curriculums, important aspects of creating a training plan including following an instructional design model, innovative ways of delivering training beyond the classroom including converting in-person training to an online format using the NovoEd platform, and how they work effectively in a team environment by observing communication styles
NAIS 2015 GLP Williston Faculty Voice
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10 Lessons about Virtual Network Leadership Development | Panelist: June Holley
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Lessons learned and keys to success that were harvested by June Holley from a 5 module virtual practicum that was based on principles of learning and behavior change. This will be relevant to leadership programs and networks that want to augment face to face time with virtual learning opportunities that can address the geographic, time, and cost challenges of working only through face to face connections. As a teaser one of the lessons is the importance of “having the capacity to have breakout group capacity to increase engagement around content.”How Good is Our School? (4th Edition)
This document provides information about a professional learning event on effective self-evaluation using How Good is Our School? (4th edition). The event aims to increase understanding of self-evaluation, support reflection on quality indicators, and provide updates on national developments. It discusses approaches to self-evaluation over time, emphasizing the importance of collaborative approaches, data analysis, and impact on learner outcomes. School staff discuss their self-evaluation processes and how to ensure shared understanding of strengths and needs. The document also examines leadership and management, highlighting self-evaluation, reflection, and using challenge questions and features of highly effective practice.
Reimaging The Classroom
This document provides information about an online forum hosted by Learning Cafe to discuss reimagining instructor-led classroom learning through flipping instruction and using storytelling. The forum will include a panel discussion on these topics as well as ways to get involved through Q&A, chat, or using the Twitter backchannel. Learning Cafe also offers blogs, magazines, webinars, and workshops on building learning and development capabilities. Upcoming topics that will be discussed include social learning in the workplace and challenges to current classroom models. Community members are encouraged to participate, contribute blogs, and join initiatives to further discuss these issues.
From Mobile Learning to Mini Learning using Raptivity
Greg Gardner will be the guest speaker discussing mobile, pull, and mini learning strategies and how interactive videos and the Raptivity software can help support these strategies. The webinar agenda includes defining these learning types, discussing online learning strategies, and providing examples and a demo of how Raptivity can create engaging learning interactions for mobile, pull, and mini learning.
2016 leading seagulls 23 fleddables
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Elspeth mc lean_conf_10
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2013.08.28 coaching pp
This document provides information about the West Lothian leadership development programme including its aims, elements, key documents, session overviews, and the roles of coaches. The programme aims to increase leadership capacity, support for project leaders, and embed a coaching culture. It involves self-evaluation, leadership projects, coaching sessions, and maintaining a learning journal. Coaches are meant to support and challenge participants by using a non-directive approach focused on strengths, questioning, and accountability. The GROW model is presented as a framework for coaching sessions.
Anastasiia Kolach: Як почути своїх людей? Інструменти та техніки (UA)
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Youtube – https://www.youtube.com/startuplviv
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Presented at the 2015 International Deming Research Seminar, Washington, DC on 24 March 2015.
A multitude of students, instructors and practitioners of current improvement (C.I.) methods like Lean and Six Sigma learn a fraction of what they need, ignore the best ways to apply it, and dismiss whatever they have not being taught.
For example, some companies will “only do Lean” while others “will only do Six Sigma”.
This partial understanding of the C.I. methods is the natural result of fractioning a body of knowledge and the inward focus of the keepers of each method.
Thus, it is common to find a Six Sigma black belt who ignores the notion of the company as a system and a Lean practitioner who is not schooled in statistical analysis of any kind. Both miss on much useful knowledge which would make their efforts far more effective.
Worse still, managers and leaders unaware of Deming principles, launch programs of transformation which involve others in the organization while keeping themselves “safely away.”
Keywords: Lean, Six Sigma, Green belts, Deming, Ohno, W Edwards Deming, Taiichi Ohno, Shewhart, SOPK, management, project management, tribal, feuds, 2001 Space Odyssey, SIPOC, FTY, 7 wastes, 8 wastes, fear, JIT, jidoka, autonomation, gemba, teamwork, transformation, constancy of purpose, metrics, Hoshin planning, Hoshin Kanri, systems view, systemic view, training, leadership, we can do it, deadly diseases, knowledge, System of Profound Knowledge, Toyota Production System, TPS, standards, SOPDoctoral studies Year 1 the journey @chrissinerantzi
Chrissi Nerantzi presented on developing a flexible collaborative learning framework for open cross-institutional Academic Development courses at postgraduate level. The framework involved open PBL groups across multiple institutions. The course faced challenges with participant engagement and confusion, but facilitators and participants reported learning and value from connecting with others. Organizers will consider changes for future iterations like clearer grouping, earlier social connections, and limiting external speakers.
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留信网认证的作用:
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→ 【关于价格问题（保证一手价格）
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：可来公司面谈，可签订合同，会陪同客户一起到教育部认证窗口递交认证材料，客户在教育部官方认证查询网站查询到认证通过结果后付款，不成功不收费！
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Action research
- 1. PLCs: Administration mandated time sink or useful professional development tool? Presented by: Ben Dagley on June 5th, 2015
- 2. Introduction • The teacher’s role: • Professional • Learning • Communities Jackson, A. (2011). Plcslap [cartoon] http://www.andertoons.com
- 3. Critical Questions What’s happening? What do we want to see happen? How do we get there?
- 4. Observed PLC workings 0 1 2 3 4 5 6 Motivational Professional development Problem solving for individual classrooms Curriculum development Educator Interaction Catching up with fellow educators RANKINGBYNUMBEROFVOTES ITEM CHOICES Figure 1. Observed PLC workings
- 5. How effectively time is being used 0 0.5 1 1.5 2 2.5 Very effectively Somewhat effectively Neutral Somewhat ineffectively Very ineffectively NUMBEROFVOTESPERSELECTIONOPTION LIKERT OPTIONS Figure 2. How effectively time is being used
- 6. Member involvement 0 0.5 1 1.5 2 2.5 Very involved Somewhat involved Neutral Somewhat uninvolved Very uninvolved NUMBEROFVOTESPERSELECTIONOPTION LIKERT OPTIONS Figure 3. Member involvement
- 7. PLC motivation 0 1 0 3 2 0 0.5 1 1.5 2 2.5 3 3.5 Very motivated Somewhat motivated Neutral Somewhat unmovtivated Very unmotivated NUMBEROFVOTESPERSELECTIONOPTION LIKERT OPTIONS Figure 4. PLC motivation
- 8. PLC effectiveness on pedagogy 0 0.5 1 1.5 2 2.5 Very effective Somewhat effective Neutral Somewhat ineffective Very ineffective NUMBEROFVOTESPERSELECTIONOPTION LIKERT OPTIONS Figure 5. PLC effectiveness on pedagogy
- 9. PLC expectations 1 1 2 2 2 3 4 CURRICULUM DEVELOPMENT HELPING STUDENTS BY IMPROVING CRAFT EDUCATOR INTERACTION PROBLEM SOLVING FOR INDIVIDUAL CLASSROOMS PROFESSIONAL DEVELOPMENT MOTIVATIONAL CATCHING-UP WITH FELLOW EDUCATORS RANKINGBYNUMBEROFVOTES ITEM CHOICES Figure 6. PLC expectations
- 10. What do we do? • Obvious interest in improvement • Fresh start next year • Intelligent and capable educators
- 11. Recommendations based on research • Begin strong • Create a plan as a group • Update plan as necessary • Make time for each other outside of PLC time
- 12. Questions?