1) Collaboration and professional learning communities (PLCs) allow educators to work together towards common goals, share knowledge, and improve student learning outcomes through ongoing job-embedded professional development.
2) Effective professional development is collaborative, continuous, and directly tied to the specific needs of students and teachers in a school. It occurs both within schools through PLCs and teams, as well as bringing in outside expertise when needed.
3) When schools function as professional learning communities where educators regularly collaborate and learn from each other, it transforms the school culture and benefits both students through improved teaching and teachers through peer support.
A revolution in technology has transformed the way we can find each other, interact and collaborate. This wave of tech helps us to create knowledge as connected learners and to develop the social fabric, capacity, and connectedness found in communities of practice and learning networks. Join Sheryl in this interactive presentation as she explores the question- What should professional learning look like in the 21st Century?
A revolution in technology has transformed the way we can find each other, interact and collaborate. This wave of tech helps us to create knowledge as connected learners and to develop the social fabric, capacity, and connectedness found in communities of practice and learning networks. Join Sheryl in this interactive presentation as she explores the question- What should professional learning look like in the 21st Century?
7 Ways To Foster Innovation In Education | The Enterprise WorldTEWMAGAZINE
We list the top seven ways to foster innovation in education: 1. Expand your knowledge 2. Focus on individualized lessons 3. Encourage creativity 4. Leverage technology 5. involve all stakeholders 6. Ask questions
Professional Development Y3 ssp 12 13 l14Miles Berry
Many teachers might seem reluctant to make extensive use of ICT in their teaching or to teach the ICT curriculum as effectively as they might. Furthermore, the rapid pace of technological change ensures that you and your colleagues face the continual challenge of staying up to date with technology and its use in schools. Web based communities and networks provide many opportunities for professional development and peer support.
We consider the importance of ongoing CPD and explore a number of approaches to this. Within a community of practice model, you reflect on the process of your professional formation as a teacher, comparing and contrasting this with your subsequent professional development.
I discuss a number of online resources, networks and communities of relevance to primary ICT or e-learning coordinators and you explore a number of these. We look at how you might facilitate your future colleagues professional development, through face-to-face gatherings and online communities.
Here are the conferences at which I presented recently. I hope to present new findings based on a project underway currently at a conference in Hong Kong in December. This example, “‘The more we get together, the happier we’ll be’: promoting shared practice through curriculum initiatives” was created for the Orientations: Language, Learning and Translation – a conference held at Sohar University, Sultanate of Oman in 2008.
Explores the need for educators to be continually engaged in professional learning activities, and illustrates how the use of technology, in particular, Web2.0 technologies, can assist.
A slide show presentation made to our school board of the results of my thesis as it pertains to my proposed changes to our technology staff development.
A slide show presentation summary of my thesis on technology staff development, which became more of a thesis on teaching adult learners. Feel free to ask questions by e-mailing me at craig.nansen@minot.k12.nd.us
This is a cartoon that hung in my classroom back in the 1970's - when we thought technology was changing fast. The punch line is that last slide with the date of publication.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Book Study Preso - The Collaborative Administrator
1. The Collaborative
Administrator
Working Together as a
Professional Learning
Community
Craig Nansen
Minot Public Schools
2. Collaboration
Collaboration is a recursive process where two or
more people or organizations work together
intersection of common goals — for example, an
intellectual endeavor that is creative in nature — by
sharing knowledge, learning and building consensus.
Collaboration does not require leadership and can
sometimes bring better results through
decentralization and egalitarianism.
3. Electronic Collaboration
Technology tools that have been used to enhance
collaboration include, but are not limited to,
e-mail and listservs,
FirstClass and FC Conferences,
FC workgroups,
shared calendars,
chat and IM,
Skype,
discussion forums
4. Web 2.0
Web 2.0 refers to the new sites on the WWW that
allow users to easily add content to sites without
needing to have their own server, or know how to
design web sites.
Web 2.0 is also referred to as the “read,write web”
and “the collaborative web.”
6. Personal Learning Networks (PLN)
Personal learning networks are based
on Web 2.0 technologies.
Blogs, Wikis, collaborative documents such as
Google Docs, Facebook, uStream, Delicious, YouTube,
Flickr, CoverItLive & Today’s Meet, Podcasting (?)
and
Twitter
are tools used in PLNs
7. What is something you learned today?
What is something neat you found recently?
What is something interesting
you have read recently?
What is something you did today
to improve student learning?
14. Chapter 8 -
Professional Learning
in a
Professional Learning Community
Terri L. Martin
15. My thesis for EdS
in Educational Technology
from NSULA
quot;Teaching Teachers Technology:
Designing a Technology Professional
Development Model to Implement
Integration of Technology Into the
Curriculum.quot;
16. 1st Premise
Based on what we had been doing
Staff development workshops
after school, evenings, weekends, summers
Thrown out when I quot;reallyquot; looked at the numbers.
Actually had about 30% of staff involved
many taking multiple courses
so percentage seemed much higher.
17. 2nd Premise
Infusion of money via Goals 2000, offering stipends
to teachers who attended.
Still over 60% of teachers did not participate due to
families, coaching, supervision of activities, outside
jobs, summer jobs, etc.
18. 3rd (and final) Premise
Take it to the teachers during contracted time
Led to the Curriculum Technology Partners program
and quot;100%quot; participation.
My thesis was not being about
technology staff development,
but about teaching adult learners.
Based on research on farmers back in 1930’s
Small groups, familiar location, comfort level, talk
time, handouts, peer coaching, key leaders.
Dismantled Staff Development Lab
20. We know that when schools are focused on learning
for both students and teachers,
our opportunity for success grows.
we must realize that learning for all
includes adults as well as students
21. Marzano suggests,
quot;Perhaps the most obvious way to address the issue
of professionalism is to engage teachers in
meaningful staff development activitiesquot;
22. We will have to go beyond the typical quot;sit and getquot;
event that an educator attends
in the hopes of gathering tidbits of information
to take back to the classroom.
...traditional professional development only provides
an inspiring and motivating moment.
23. a large gap exists between what is known about
professional learning that effects teaching and
improves student achievement and the professional
development that teachers and principals regularly
experience. (Sparks)
24. Without a structure in place to allow teachers to
share, practice, and implement their learning, new
knowledge is rarely embedded in current classroom
practice.
shift to high-quality professional development (NSDC)
High-quality professional development... learning is
continuous and best done collaboratively.
Defining professional development in this way helps
teachers understand that it works best not as a
one-time event, but rather as a continuous resource
to improve what happens in their classrooms
25. Professional development follows
two very different strands:
learning that comes
from outside the school environment
and
learning that comes from within.
The key is in knowing when it is appropriate to go
outside the district for knowledge and
when it is best to capitalize on that which is well
within our reach.
26. quot;Because learning has a strong social component, and
because synergy that comes from group problem
solving often leads to innovative solutions, the most
powerful forms of professional development are
centered on teams within schools.quot;
(Dennis Sparks)
27. When everyone needs to have the same level of
knowledge and use the same language in regard to
that knowledge, it is appropriate to bring in an
outside expert for the entire group.
28. When teachers know what they are looking for to
further their knowledge,
they can make educated decisions about where to
look.
Conference, workshops, books, and articles can assist
with filling the gaps.
Craig’s note: wikis, blogs, podcasts, Twitter, Delicious,
FirstClass, CoverItLive, uStream, etc.
29. The value of professional development
reaches an entirely different level
when it is tied directly to the needs of the learners,
both student and adult, within a building.
It is not about the next new thing or what someone heard
someone else talking about. It is not about doing what the school
down the street is doing.
It is about the very definite needs of an individual building and
the collaborative efforts of educators to meet those needs.
Educators also need to keep current on best practices.
Education experts and researchers are continuously updating,
refining, and even identifying new practices to be used in
schools in order to meet the ever-changing societal needs of
those who walk trough the school doors. Effective schools
create a system that connects this new knowledge, when
relevant, to what is happening in the classrooms.
The system may be a sharing circle
where learning articles are distributed around the staff
30. The most powerful forms of staff development occur
in ongoing teams that meet on a regular basis,
preferably several times a week,
for the purposes of
learning, joint lesson planning, and problem solving.
(NSDC)
31. Collaborative relationships are about teachers
supporting teachers in order to promote success for
students.
Unlike collegial relationships (personal and social
level), collaboration is all about the professional side
of teaching.
32. quot;While subject-matter knowledge in itself might not
be consistently associated with student achievement,
pedagogical knowledge isquot;
(Marzano)
33. A PLC quot;starts with a group of teachers who meet
regularly as a team to identify essential and valued
student learning, develop common formative
assessments, share strategies, and then create
lessons to improve upon those levelsquot;
(Schmoker, quot;On Common Groundquot;)
In the past we haven't categorized this work as
professional development, simply because it happens
within the school.
All of these tasks and so many more can now be
defined as professional development.
The mindset used to be that for professional development to occur, an outsider
must come in to deliver the message.
34. Professional Community
quot;such communities are places in which teachers
participate in decision making, have a shared sense
of purpose, engage in collaborative work, and accept
joint responsibility for the outcomes of their work.
This is true professional development.
35. in a professional learning community, learning begins
to permeate the entire educational environment.
It becomes a part of conversations between staff
members at all junctures of the school day -
before and after school,
during faculty meetings and lunch times.
Whether scheduled or spontaneous this professional
learning is ongoing, job-embedded, and very specific
to the individual needs of the school.
36. Administrators can build support for this new culture in many
ways.
Model collaborative learning structures during faculty meetings
by eliminating quot;administriviaquot; and focus on the learning needs
of the building.
Share research articles that support the work of the school
and teams and reinforce job-embedded professional
development.
Team time needs to be protected from outside events.
<Craig> or support team time with online collaborative tools<end
Craig>
37. quot;many schools are finding that dollars spent on substitutes for
teachers so that they can engage in professional development
during the school day is money well spent.
Sometimes many of the best educational practices are
happening in a colleague's classroom just down the hall.
uStreaming or iChat (video) could be used,
or video tape for “best practices” library
Reorganize human resources to allow time for teachers to work
together on common issues or view each other in action.
38. Leadership support of teacher learning outside of
the team structure is relatively new to most people.
Most common structure of peer and collegial
coaching utilizes one teacher as the expert and the
other as the learner.
Coaching in a collaborative environment focused on
professional development is more unilateral. Not
necessarily one expert.
Peer coaching promotes the idea of teachers learning together and
bettering their teaching practices together (Martin & Brown)
39. Teams need defined times throughout the year to
report out to the collective group as a way of
reflecting on and celebrating their progress--and
ensuring that learning doesn't become quot;siloed.quot;
greatest benefits can only be reaped if that learning
is shared and celebrated.
How about sharing taking place collaboratively using
Web 2.0 resources such as Wikis?
40. This new kind of professional development also
becomes the catalyst for transforming the school
from individuals working in isolation to
groups working collaboratively toward a common
goal.
41. In a professional learning community, everyone
benefits from adult learning.
Students have a better educational experience due
to the increased expertise of their teachers.
Teachers have a support network of peers with
whom they learn and grow.