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Improving Teaching through Professional Learning Communities
- 1. Building Teaching Practice through Professional Learning Community PROFESSSIONAL LEARNING COMMUNITY Work that is grounded in the distinctive knowledge-base of teaching and learning (pedagogy) The constant desire to know more about how work in schools can be better understood and improved Groups of people committed and working together with a common aspiration of achievement for all pupils
- 2. PLC’s are grounded in Etienne Wenger’s Communities of Practice “ Communities of practice are formed by people who engage in a process of collective learning in a shared domain of human endeavor: a tribe learning to survive, a band of artists seeking new forms of expression, a group of engineers working on similar problems, a clique of pupils defining their identity in the school, a network of surgeons exploring novel techniques. In a nutshell, communities of practice are groups of people who share a concern or a passion for something they do and learn to do it better as they interact regularly.”
- 3. Our Role As Teachers In Departments / Faculties, focus on one area from the list below while considering its impact on Learning and Teaching. Examples: ACfE Pupil Learning Styles ICT Independent Learning AiFL Enterprising Approaches Collaborative Learning Numeracy / Literacy
Editor's Notes
- The emphasis of my talk today is going to be on learning. High quality Learning and Teaching is at the centre of all we do as teachers. As this will be one focus within the school plan, and therefore departmental plans, we hope to have a greater impact on this by working collaboratively as a Professional Learning Community – A Place Where Everyone is Learning Together . What we would like to do with your support is create a culture of a Professional Learning Community within St Ninian’a High School. I describe this as a culture because a PLC is not a programme or a new tick box exercise but a way of thinking and working together. The question in a PLC is not ‘do we collaborate’ but ‘what do we collaborate about?’ Collaboration embedded in routine practices, with a FOCUS ON LEARNING – Students and Teachers should go hand in hand in their learning. The nature of CPD is changing. Historically, much CPD focused on teachers attending courses and conferences as individuals, who then returned to their schools to implement any insights they had gained. Often the only practice affected was their own. Increasingly, research demonstrates that CPD is most effective as a collaborative event, shared with and amongst colleagues. For this presentation I would like to focus on two questions: What is a learning community and what is our role as class teachers in the Learning Community.