Collective Learning and Application
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The document discusses the genesis phase of developing professional learning communities (PLCs) in a school. It outlines the principal's role in facilitating collaboration, developing collegial relationships among teachers, and focusing professional development on improving teaching and learning. The principal works to build teacher leadership and establish collaboration as the primary means of instructional improvement, staff development, and decision-making. Teachers develop trusting relationships, participate in professional development, and commit collectively to evaluating instructional practices and school programs. The goal is for collaboration and data-driven decision-making to become institutionalized in the school's culture.
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Professional learning communities (PLCs) are groups of educators that collaborate with the goal of improving student outcomes. They work to continuously enhance their teaching practice through sharing ideas and acting on new learning. Key characteristics of effective PLCs include a shared vision around student success, collective responsibility, and focus on student learning through collaboration. When teachers engage in high-quality PLCs, it can lead to benefits like higher student achievement, more commitment to shared goals, and greater job satisfaction among staff.
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Similar to Collective Learning and Application
Domain 5 6
This document outlines the genesis phase of developing professional learning communities (PLCs) in a school. It discusses establishing caring relationships and a positive school culture. The principal's role is to facilitate discussions around shared vision and collaboration during this initial phase. Teachers begin to understand how to engage in collaborative discussions about instructional practices and student performance data to improve teaching effectiveness. The goal is for teachers to gain experience with collaborative protocols and focus on students, not critique colleagues, as shared leadership develops.
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Genesis domain 1
This module discusses the genesis of shared and supportive leadership in professional learning communities (PLCs). It covers the principal sharing authority with teachers through active staff participation in school programs, providing access to pertinent information, and giving opportunities to make changes. The document outlines three phases of PLC development - genesis, process, and implementation. It emphasizes the principal's role in building teacher leadership capacity and collaborating with teachers to develop shared power and decision-making.
Domain 2
This module discusses the genesis of professional learning communities and shared vision and values. It covers 3 phases of development: genesis where the principal builds faculty leadership; process where leadership responsibilities are shared; and implementation where collaborative practices are institutionalized. The principal models aligning school actions with a shared vision developed through stakeholder dialogue. Teachers actively participate in these discussions and learn to use data to make instructional decisions aligned with the vision.
Collective capacity building involves the increased ability of edu.docx
Collective capacity building involves the increased ability of educators at all levels of the system to make the instructional changes required to raise the bar and close the gap for all students
The key to a capacity building approach lies in developing a common knowledge and skill base across all leaders and educators in the system, focusing on a few goals, and sustaining an intense effort over multiple years. A capacity building approach creates a foundation for sustainable improvement as it does the following.
Mobilizes a growth mind-set at all levels of the system •Sustains and cultivates improved student learning • Builds a common knowledge base and set of skills at all levels of the system.
•Focuses on collaborative learning •
Emphasizes collective capacity, which engages everyone in the system with clear goals and commitment to the strategy for achievement •
Fosters cross-role learning or lateral capacity
• Incorporates a learning cycle of new learning, application on the job, reflection, and dialogue with colleagues
Capacity building is effective because it combines knowledge building, collective action, and consistent focus. When done well, it produces the following effects:
Districtleadersformlearningpartnershipsacrossrolesanddepart- ments to develop a common language, knowledge base, and skills to focus on sustained development. They explore case examples and current research applied to their context. As a team, they refine the focus to a few key goals, sharpen the strategy, and rethink the resources and practices needed to achieve the goals.
• A district capacity team is composed of consultants or teacher- leaders who provide support to schools often by subject or project but often initially from a silo configuration. In a capacity building approach, all support providers form a learning community, and as they develop their common knowledge and strategy, they begin to interact in a more consistent manner so that innovations are not experienced by schools as a series of discrete initiatives but rather as an integrated, coherent strategy for change.
•Principals are the key to change. They work with peers as learning partners to build the skills needed to support capacity building at the school level.
• School leadership teams are composed of the principal and two to five teachers with a focus on improving learning and teaching. They are engaged as learning teams with other schools from the district to develop a common language, knowledge base, and set of skills to apply back in the school and classrooms. The cycle of learning approach has them implement the new understandings in their school and return to subsequent sessions to share their results and insights with other schools. This ensures that all participants understand deep learning communities by being a member of one.
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P ro f e s s i o n a lL e a rning C o m m u n i t i e s.docx
P ro f e s s i o n a l
L e a rning
C o m m u n i t i e s
Professional Development Strategies
That Improve Instruction
The Annenberg Institute for School Reform (a i s r) at Brown Uni-
versity engages in intensive work with urban school systems across the country that
are pursuing systemwide efforts to improve educational experiences and opportuni-
ties, particularly for English Language Learners and students from low-income
backgrounds. In our work, we support and encourage the use of professional learn-
ing communities (p l c s ) as a central element for effective professional develop-
ment as part of a comprehensive reform initiative.
In our experience, p l c s have the potential to enhance the professional culture
within a school district in four key areas; they can:
• build the productive relationships that are required to collaborate, partner,
reflect, and act to carry out a school-improvement program;
• engage educators at all levels in collective, consistent, and context-specific
learning;
• address inequities in teaching and learning opportunities by supporting teachers
who work with students requiring the most assistance; and
• promote efforts to improve results in terms of school and system culture, teacher
practice, and student learning.
P L Cs: A Research-Based Approach to Professional
Development
Research findings have repeatedly confirmed that a significant factor in raising aca-
demic achievement is the improvement of instructional capacity in the classroom.
Recent research shows that the kinds of professional development that improve
instructional capacity display four critical characteristics (Senge 1990; Knapp
2003); they are:
• ongoing
• embedded within context-specific needs of a particular setting
• aligned with reform initiatives
• grounded in a collaborative, inquiry-based approach to learning
Effective professional development to improve classroom teaching also concentrates
on high learning standards and on evidence of students’ learning. It mirrors the
kinds of teaching and learning expected in classrooms. It is driven fundamentally
by the needs and interests of participants themselves, enabling adult learners to
expand on content knowledge and practice that is directly connected with the work
of their students in the classroom (Corcoran 1995; Darling-Hammond and
McLaughlin 1995; Little 1988; Elmore 2002). Again, professional learning commu-
nities meet these criteria.
2 Professional Learning Communities
Research demonstrates that the development of a strong professional community
among educators is a key ingredient in improving schools (Fullan 1999; Langer
2000; Little and McLaughlin 1993; Louis, Kruse, and Marks 1996; Newmann and
Associates 1996). Louis et al. (1995, p. 17) identify effective professional learning
communities as being firmly embedded in the school and using schoolwide reform
goals as the basis for teachers’ commitment and interaction. These professional
learning commun.
pptx_20220826_032418_0000.pptx
This document discusses the benefits and impact of action research conducted by teachers. It asserts that action research helps build reflective teaching practices, allows teachers to assess new ideas, and contributes to professional development. Action research can lead to improved student performance, revised teaching practices, and teacher-led professional development. It also discusses the role of school administrators in supporting action research by providing resources, feedback, and establishing a culture where teachers feel empowered to conduct research.
Canberra principals leading adoption
This document discusses implementing a connected learning community (cLc) in a school. It provides an overview of opportunities that a cLc provides, such as blurring boundaries between formal and informal learning. It also discusses observations from cLc pilots, including how it is changing how students and teachers approach learning. The document then provides a roadmap for cLc implementation, including stages of familiarization, exploration, growth, integration and maturity. Key steps like developing policies, training teachers, and gaining support from leadership are discussed. Challenges like ensuring student access are also addressed.
In service Teacher Education
This document outlines key aspects of effective in-service teacher education programs. It discusses the goals of improving teacher skills and student learning. There are typically two categories of in-service programs: extended courses mirroring pre-service education or workshops and professional development activities. Key principles for effective programs include involving teachers in planning, emphasizing pedagogical content knowledge, building reflective practice, including all teachers, and linking programs to school improvement. Various models are described, such as standardized cascading models and site-based approaches like lesson study. Challenges and indicators of success are also discussed.
Teacher leadership frameworks
This document discusses different collaborative leadership frameworks used in schools, including professional learning communities (PLCs), communities of practice (CoPs), and critical friends groups (CFGs). PLCs involve teachers working together to improve student outcomes, focusing on ensuring students learn, collaboration, and results. CoPs are voluntary groups that share experiences and best practices. CFGs are small, consistent groups that focus on teaching and learning through cycles of action, reflection, feedback, and evaluating student achievement. The document provides examples of how these frameworks are implemented in the author's school, such as department meetings and using social media for CoPs.
Multi-YearPartnershipsImpact
This document discusses the multi-year partnership approach of Partners in School Innovation to transform low-performing schools. It focuses on building adult capacity in three domains - results-oriented leadership, systems for professional learning, and strengthening the core instructional program. The organization works shoulder-to-shoulder with school staff for 3-5 years to develop these areas through continuous support and monitoring of implementation. The report then describes results from three schools that partnered with the organization, finding improvements in two schools that confirm the theory of impact but mixed results in one school despite implementing the approach comprehensively.
Leading adoption
The document outlines a plan for implementing a learning platform called the cLc across an entire school in 5 stages: Familiarization, Exploration, Growth, Integration, and Maturity. It discusses establishing leadership buy-in, piloting with select teachers and students, reviewing policies, providing training, celebrating successes, and ultimately fully integrating the cLc into all aspects of teaching, learning, administration, and communication to transform the school culture. Key steps include developing strategic plans, managing change, addressing challenges, and continuing to innovate and connect with other schools as use of the cLc becomes fully mature.
Administration And Administration (in Educational Practices) Defined
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Collective Learning and Application
- 1. Collective Learning and Application Module 3: Genesis
- 4. Professional Development (Teaching and Learning)
- 7. Phases of Development Process – the second phase of development starts once there is an understanding of the purpose and function of PLCs. The principal collaborates with the faculty to build leadership capacity. As this process matures, more of the facilitation and leadership responsibilities are managed by teacher leaders.
- 8. Phases of Development Implementation – the collaborative practices of PLCs are institutionalized in school practices. The culture of the school is based on collaboration between the faculty, administration, and school community. School practices are regularly adjusted to meet the needs of the students, teachers, and school community. Decision-making authority is shared.
- 9. Collective Learning and Application (1) Collaboratively examine student learning and data to plan differentiated instruction based on student needs. (2) Collaboratively examine professional growth needs to intentionally plan professional learning.
- 10. Collaboration is Primary MO The purpose and benefits of collaboration are established through professional dialogue facilitated by the principal. Goal: Collaboration is the primary method of making decisions, determining strengths and weaknesses for instruction, establishing professional development strands, and evaluating school practices.
- 12. Discuss how collaboration will manifest in the school
- 13. Discuss how collaboration will impact current school programs
- 14. Discuss how collaboration provides a significant opportunity to share input on decisions and school operations
- 15. Relate collaboration to the other six domains and how the benefits intertwine with expected outcomes of the PLC initiative
- 17. Gain new insight on how teachers can develop ownership in school actions
- 18. Actively participate in discussions to develop an understanding of how collaboration affects teachers on a personal and school levels
- 21. Model professional dialogue that demonstrates an open, honest, non-evaluatory approach.
- 23. Maintain an open mind and positive attitude
- 24. Utilize the ground rules to ensure an absence of judgmental comments or actions
- 27. Focus efforts on professional development that has a direct impact on teaching and learning.
- 28. Engage faculty in frequent conversations about professional growth.
- 30. Participate actively and positively in professional development opportunities
- 31. Approach professional development with an open mind
- 34. Solicit feedback about the perceptions of school programs
- 35. Engage stakeholders in dialogue about these perceptions and the purpose of school programs to determine potential areas of disconnect between participants and non-participants
- 37. Engage in dialogue to learn about aspects of the school program that may not be fully understood
- 38. Participate in the communication system to share information fully throughout the school staff