Keynote presentation for the National Colloquium on Professional Learning Communities organized by the Department of Basic Education (DBE) - South Africa
Professional Learning Communities Made Easyguestcc6b38
This Powerpoint presentation by Faye L. Lewis, an assistant principal in Essex County New Jersey, will make Professional Learning Community implementation easy for those venturing into the worls of PLCs.
Professional Learning Communities Made Easyguestcc6b38
This Powerpoint presentation by Faye L. Lewis, an assistant principal in Essex County New Jersey, will make Professional Learning Community implementation easy for those venturing into the worls of PLCs.
This presentation outlines the fundamental components of an effective professional learning community (PLC). Much of the information is taken from the works of Richard DuFour and Robert Marzano. This material is free for public use. Please direct all questions to Dessalines Floyd at Floydd1@duvalschools.org .
6 Elements of the Professional Learning Community ProcessSolution_Tree
Learn the 6 Elements of the Professional Learning Community Process, as outlined in Learning By Doing. #atplc #edchat
Buy the book here: http://goo.gl/Cmdf1Q
Professional Learning Communities and Collaboration as a Vehicle to School Transformation - presented by Partners in School Innovation and Alum Rock Union Elementary School District at the California Department of Education Title 1 Conference in March 2014.
Presentation for my PhD colleagues at the University of North Texas on Communities of Practice, Professional Learning Communities and Professional Learning Networks
Rolffs, Deanna & Murphy, Mary Kay. Concrete Steps to Transform Teacher Collaboration for Increased Student Learning. Presented at the AdvanceED Conference of the Michigan Department of Education in April 2014.
Shaping the future of CPD 2016 - report summaryIRIS Connect
A summary of key recommendations from IRIS Connect's "Recruit, train, develop, retain" report. The report addresses the need to invest in professional learning to solve the teacher recruitment and retention crisis and provides advice for teachers, schools and the wider system.
Shaping the future of CPD: Report Recommendations IRIS Connect
An overview of the recommendations from the 'Shaping the future of CPD' report, which discusses 'what works' to improve teaching and learning, challenges the status quo and suggests a course for the future of professional learning. With contributions from David Weston, Vivienne Porritt, Pete Dudley and Philippa Cordingley.
Research into Effective Professional Learning | IRIS ConnectIRIS Connect
What does the research say about professional development? What really works for improving teaching and learning in schools? Click through to find out.
This presentation outlines the fundamental components of an effective professional learning community (PLC). Much of the information is taken from the works of Richard DuFour and Robert Marzano. This material is free for public use. Please direct all questions to Dessalines Floyd at Floydd1@duvalschools.org .
6 Elements of the Professional Learning Community ProcessSolution_Tree
Learn the 6 Elements of the Professional Learning Community Process, as outlined in Learning By Doing. #atplc #edchat
Buy the book here: http://goo.gl/Cmdf1Q
Professional Learning Communities and Collaboration as a Vehicle to School Transformation - presented by Partners in School Innovation and Alum Rock Union Elementary School District at the California Department of Education Title 1 Conference in March 2014.
Presentation for my PhD colleagues at the University of North Texas on Communities of Practice, Professional Learning Communities and Professional Learning Networks
Rolffs, Deanna & Murphy, Mary Kay. Concrete Steps to Transform Teacher Collaboration for Increased Student Learning. Presented at the AdvanceED Conference of the Michigan Department of Education in April 2014.
Shaping the future of CPD 2016 - report summaryIRIS Connect
A summary of key recommendations from IRIS Connect's "Recruit, train, develop, retain" report. The report addresses the need to invest in professional learning to solve the teacher recruitment and retention crisis and provides advice for teachers, schools and the wider system.
Shaping the future of CPD: Report Recommendations IRIS Connect
An overview of the recommendations from the 'Shaping the future of CPD' report, which discusses 'what works' to improve teaching and learning, challenges the status quo and suggests a course for the future of professional learning. With contributions from David Weston, Vivienne Porritt, Pete Dudley and Philippa Cordingley.
Research into Effective Professional Learning | IRIS ConnectIRIS Connect
What does the research say about professional development? What really works for improving teaching and learning in schools? Click through to find out.
Tukikalvot Open Data Tampere Region (Open Data TRE) -projektin järjestämän visualisointikokouksen esitykseen, jossa johdateltiin informaation visualisointien kehittämisen käytäntöihin.
Strategic Visions & Values: Inclusive Curricula and Leadership in Learning an...Richard Hall
Presentation for the Leadership in Learning and Teaching event at Durham University on 1 May 2019.
Project resources:
Universal Design for Learning: Evaluation Interim Report: https://www.dora.dmu.ac.uk/handle/2086/17106
A Literature Review of Universal Design for Learning: https://www.dora.dmu.ac.uk/handle/2086/17059
Freedom to Achieve: Project Evaluation Report: https://www.dora.dmu.ac.uk/handle/2086/16793
A question of fundamentals: teacher standards and teacher preparation. Presentation by Dr Gavin Hazel, Hunter Institute of Mental Health for the Australian Teacher Education Association (ATEA) conference 6-9 July 2014, Sydney.
Faculty Learning Communities: A Model for Faculty DevelopmentMatt Lewis
Dr. Nancy Pawlyshyn, Dr. Braddlee, and Dr. Laurette Olson co-authored this presentation. On Feb. 16, 2011 Dr. Olson and I presented this to the ELI Educause event in Washington DC.
The End of “Sit & Git” PD: Powerful, Professional Learning Communities Fueled...Public Consulting Group
In the landscape of the 21st Century, education is global in its reach and personal in its impact. In order to meet the needs of students, teachers and the lifelong learners of our current generation, educational systems will need to effectively use technology to allow the learners to access content that is relevant and useful for the questions they are trying to investigate. However, the use of technology is also going to have to provide for structured opportunities for individuals to create and grow communities of learning to add depth and texture to the application of what they learn to impact the world in which they learn, live, and work.
The Pepper Online Professional Learning Network was developed as a system to provide high-quality, personalized, professional learning opportunities to a growing community of learners. An important and critical component of Pepper and its ability to support personalized learning is the capacity in the system for the creation of professional learning communities.
Educators in Pepper have the opportunity to create a personal network of instructional coaches and peers from their school, District, or across the country. Educators use these community networks to share progress as they interact with content collections, discuss course work in portfolios and discussion boards, and share chunks of content from a particular course in small groups.
It is within these communities that the individual participants have the chance to engage in a structured discussion around the challenges and successes in their education programs. The communities can be virtual or face-to-face, but in all cases, the ability to make the learning visible and communicate their results to others who are engaged in the same program, strengthens the collective learning for all.
SYNERGY Induction to Pedagogy Programme - Criteria of Peer Learning (ENGLISH)Sarah Land
The SYNERGY Induction to Pedagogy programme was created by project partners, with the aim of helping micro-enterprise owners using the SYNERGY Exchange platform, to engage in peer-to-peer learning opportunities. This training programme comprises six modules and is delivered over 5 hours through a series of video lectures and PowerPoints which have been written, developed and recorded by project partners.
These modules provide micro-enterprise owners with a sound understanding of the basics in relation to e-didactics, quality criteria of peer-learning, evaluation of online learning resources and online learning environments, producing quality learning resources for peers and other knowledge that has helped them to become competent and confident online peer-educators. This module is entitled ‘Criteria of Peer Learning’ and provides content which relates to peer learning and offers an introduction to peer learning models.
These slides are available in English, Finnish, German, Greek, Italian and Romanian.
What philosophical assumptions drive the teacher/teaching standards movement ...Ferry Tanoto
What philosophical assumptions drive the teacher/teaching standards movement today? Are standards dangerous?
Week 4 - Reading highlights
Falk, B., 2002 and Tuinamuana, K., 2011
Outline of the current issues and debates on how teacher professional development should be organized in order to achieve an inclusive education system
Introduction to ways how educators can benefit from ICT in maths, both for preparing lessons, teaching, collaborating and professional development. It includes words of caution on what ICT can and cannot do.
Workshop session for Evaluators and Endorsement Committee Members of the South African Council for Educators (SACE), given on 7-8 October 2014 in Centurion, South Africa
A gentle introduction to student centered approaches for Cambodian science teacher trainers during the opening day of a 5-day workshop on student-centered learning.
Presentation for Workshop on RTTC Curriculum Revision workshopStefaan Vande Walle
The presentation was used as an introduction of the SEAL Programme at the workshop on the revision of the Cambodian curriculum for teacher training of lower secondary education.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Exploration of Professional Learning Communities (PLCs)
1. Introduction & Exploration
Professional Learning Communities
DBE-VVOB partnership
National Colloquium on Professional Learning Communities
Pretoria, September 18-19, 2014
2. Outline
1. Drivers for educational reform
2. Gap between policy and practice
3. Effectiveness professional development
4. Professional Learning Communities
– Salient features
– Potential
– Impact
– Ambiguities
3. Driver: Changing Demand for Skills
Trends in routine and non-routine tasks in occupations, United States, 1960 to 2009
OECD World Skills Outlook, 2013
4. Driver: New Conceptions of Knowledge
Solution
Fluency
Digital
Citizen
Creativity
Fluency
Collabora
tion
Fluency
Information
Fluency
Media
Fluency
5. Driver: International Education Assessments
• Global competition
• Expose weaknesses SA education
system (outcomes, inequality…)
• Trend towards ‘evidence-based’
approaches
6. Historical Warning
“And it ought to be remembered that there is nothing more
difficult to take in hand, more perilous to conduct, or more
uncertain in its success, then to take the lead in the
introduction of a new order of things.
Because the innovator has for enemies all those who have
done well under the old conditions, and lukewarm defenders
in those who may do well under new”.
The Prince,
N. Machiavelli, 1515
7. Hurricane Metaphor for Education Reform
“ In classrooms both change and continuity unfold in regular,
undisturbed patterns. The trend, regardless of what new
structures policymakers design, is small alterations over time in
stable teaching practices.”
Prof. L.Cuban, 2010
http://larrycuban.wordpress.com/2010/09/07/are-school-reforms-more-like-a-pendulum-or-a-hurricane
8. What Makes Professional Development Effective?
Type of instruction % of
effective learning
Lectures 4,5
Reading 11
Audiovisual media 22
Demonstration 32
Group discussion 56
Practical 75
Instruction to teach the subject to others 82
Douchy, 2000
9. Implementation Gap
“Most teachers are still teaching largely in isolation, as over half
of teachers report very rarely or never team-teaching with
colleagues, and two-thirds report the same rates for observing
their colleagues teach. Some 46% of teachers report never
receiving feedback on their teaching from their school leader,
and 51% have never received feedback from other members of
the school management.”
TALIS 2013
10. What Makes Professional Development Effective?
Planning of professional development
“The effectiveness of any professional development activity, regardless
of its content, structure or format, depends mainly on how well it is
planned”
Guskey, 2014
11. Planning and Evaluating CPD
Participants’
Reactions/
Optimal CPD
activities
Participants’
Learning/
Required
knowledge and
skills
Organisational
support and
change
Application of
new
knowledge and
skills
Impact on
learning
outcomes
Planning of CPD
Evaluation of CPD
Based on Guskey, 2014
12. Learning Community
Corporate business origin of PLCs
“Learning organisations are those organisations where people
continually expand their capacity to create the results they desire,
where new and expansive patterns of thinking are nurtured, where
collective aspiration is explored, and where people are continually
learning to see the whole together.”
Senge, 1990
13. Anthropological origin of PLCs
"Communities of practice are an integral part of our daily lives. While
the term may be new, the experience is not. Most communities of
practice do not have a name or issue membership cards.“
Lave and Wenger, 1991
Learning as Social Participation
14. Salient Features of PLCs
Collective
responsibility
for student
Bolam et al., 2005
learning
Open and
inclusive
membership
Shared vision
and focus on
learning
Mutual trust,
respect and
support
Leadership
Collaborative
& Reflective
Inquiry
15. High potential of PLCs
Potential
Focus on
real
classroom
problems
Cost
effective
Sharing
materials
Mentoring
of
newcomers
Infusion of
new ideas
Cultivating
leadership
16. Activities & Benefits
Activities
Lesson Study
Lesson Observations
Action Research
Error Analysis
Outcomes
Bridging gap between
theory and practice
Creating spaces for
addressing practical
issues
Lifelong learning
Data-informed
practice
Impact
Learning outcomes
Equity
Teacher Identity
School Culture
17. Ambiguities
• Teacher preparedness
– Opportunity cost
– Time consuming
– Perceived as ‘add-on’
– Proper training and coaching
– Past experiences with CPD of
weak translation to practice
• School preparedness
– Funding
– Time
– Leadership for effective CPD and change: supportive environment
18. Ambiguities
• PLC Implementation
– No local evidence-informed
knowledge base
– Cultural factors
(cfr. Hairon and Dimmock, 2012)
– Command & Control,
Over or covert resistance,
contrived compliance
• Dilemmas
– Top down vs bottom up
– Compulsory vs Voluntary
– Formal vs informal
19. Impact of PLCs
• Ingvarson, Meiers and Beavis (2005):
– positive correlations between participation in PLCs and…
• Application of knowledge and innovations in teaching
practice
• Student outcomes
• Teachers’ confidence
• Vescio, Ross and Adams (2008):
– Participation of teachers in PLCs resulted in changes in teaching
practice
– Evidence of improvement of student learning as a result of
participation of teachers in PLCs
22. Growing PLCs
“…you cannot force a plant to grow by pulling its leaves…
what you can do is create the infrastructure in which it can
prosper.”
- Etienne Wenger, 1999
23. References
References
• H. Timperley, A. Wilson, H. Barrar & I. Fung (2007), Teacher Professional Learning
and Development: Best Evidence Synthesis Iteration, Wellington, New Zealand:
Ministry of Education, http://educationcounts.edcentre.govt.nz/goto/BES
• Vescio, V., Ross, D. and Adams, A. (2008) ‘A review of research on the impact of
professional learning communities on teaching practice and student learning’,
Teaching and Teacher Education, 24(1), pp. 80–91.
• Ingvarson, L., Meiers, M. and Beavis, A. (2005) ‘Factors affecting the impact of
professional development programs on teachers’ knowledge, practice, student
outcomes & efficacy’, Professional Development for Teachers and School Leaders,
[online] Available from: http://research.acer.edu.au/professional_dev/1.
• Hairon, S. and Dimmock, C. (2012) ‘Singapore schools and professional learning
communities: teacher professional development and school leadership in an Asian
hierarchical system’, Educational Review, 64(4), pp. 405–424.
• Lave, J. and Wenger, E. (1991) Situated learning: Legitimate peripheral participation,
Cambridge university press.
• Brodie, K. (2014) ‘Learning about learner errors in professional learning
communities’, Educational Studies in Mathematics, 85(2), pp. 221–239.