Distributed leadership involves sharing leadership responsibilities throughout an organization. There are several reasons why distributed leadership is effective: it improves student outcomes and organizational effectiveness; builds commitment among staff; and is considered ethical as it engages all stakeholders in decision-making. Distributed leadership distributes leadership to key people in the organization and complements the roles of both formal leaders and informal teacher leaders.
A learning community is a group that shares common interests and goals around a topic and works collaboratively to build knowledge. Learning communities in higher education involve groups of students taking classes together around a shared theme. Schools can function as learning communities when students and staff work toward the common goal of learning. A professional learning community (PLC) describes a group of school administrators and staff united in student learning through shared vision, collaboration, classroom observations, and decision-making.
This document discusses learning communities and professional learning communities (PLCs) in educational settings. It provides definitions of learning communities as groups that share interests and knowledge building. PLCs are described as groups of educators united in student learning who collaborate, visit classrooms, and make decisions together. Becoming a PLC involves determining school readiness, using an external facilitator, identifying barriers and boosters, and beginning with a focus on learning. The role of the library media specialist is to develop teacher contacts, communicate expectations, and empower teachers.
A learning community is a group that shares common interests and goals around learning. Schools can function as learning communities by bringing together diverse groups focused on student learning. John Dewey's theories on student-centered and active learning laid the groundwork for modern learning communities. Professional learning communities (PLCs) in schools describe collaborative groups of educators committed to student success. Key aspects of effective PLCs include purposeful conversations, managing differences of opinions, and a shared commitment to student learning.
The document discusses three collaborative leadership frameworks - professional learning communities, communities of practice, and critical friends groups. It provides definitions and characteristics of each framework. It then discusses how each framework could support a school-wide initiative to create a consistent discipline system and increase instructional time by addressing behavior issues. The document concludes that critical friends groups would be the best option to begin with to build consistent responses to behaviors at each grade level and then professional learning communities could be implemented to increase consistency school-wide.
Professional learning communities (PLCs) can promote effective professional development when certain attributes are present. PLCs work best with supportive and shared leadership, a focus on collective learning and creativity, shared values and vision, supportive conditions for collaboration, and a willingness to share personal teaching practices. Regular collaboration in PLCs allows teachers to learn from each other, address specific challenges, and continuously improve instruction to enhance student learning.
The importance of Professional Learning Communitie for School ImprovementJACQUELINE VILELA
This document discusses the importance of professional learning communities (PLCs) for school improvement. It defines PLCs as groups that allow educators, especially teachers and school leaders, to engage with one another and continuously improve their practices. The document outlines several key benefits of PLCs, including building collaborative relationships, engaging educators in consistent learning, and addressing inequities in teaching. It emphasizes that the principal plays a critical role in facilitating PLCs and creating a positive school culture where teachers can collaborate and learn from one another.
The shift from ‘me’ to ‘we’: Schools with a coaching culture build individual...Christine Hoyos
Developing all staff to coach each other accelerates adult learning, which, in turn, accelerates student learning. A key factor in the process is job-embedded support.
Distributed leadership involves sharing leadership responsibilities throughout an organization. There are several reasons why distributed leadership is effective: it improves student outcomes and organizational effectiveness; builds commitment among staff; and is considered ethical as it engages all stakeholders in decision-making. Distributed leadership distributes leadership to key people in the organization and complements the roles of both formal leaders and informal teacher leaders.
A learning community is a group that shares common interests and goals around a topic and works collaboratively to build knowledge. Learning communities in higher education involve groups of students taking classes together around a shared theme. Schools can function as learning communities when students and staff work toward the common goal of learning. A professional learning community (PLC) describes a group of school administrators and staff united in student learning through shared vision, collaboration, classroom observations, and decision-making.
This document discusses learning communities and professional learning communities (PLCs) in educational settings. It provides definitions of learning communities as groups that share interests and knowledge building. PLCs are described as groups of educators united in student learning who collaborate, visit classrooms, and make decisions together. Becoming a PLC involves determining school readiness, using an external facilitator, identifying barriers and boosters, and beginning with a focus on learning. The role of the library media specialist is to develop teacher contacts, communicate expectations, and empower teachers.
A learning community is a group that shares common interests and goals around learning. Schools can function as learning communities by bringing together diverse groups focused on student learning. John Dewey's theories on student-centered and active learning laid the groundwork for modern learning communities. Professional learning communities (PLCs) in schools describe collaborative groups of educators committed to student success. Key aspects of effective PLCs include purposeful conversations, managing differences of opinions, and a shared commitment to student learning.
The document discusses three collaborative leadership frameworks - professional learning communities, communities of practice, and critical friends groups. It provides definitions and characteristics of each framework. It then discusses how each framework could support a school-wide initiative to create a consistent discipline system and increase instructional time by addressing behavior issues. The document concludes that critical friends groups would be the best option to begin with to build consistent responses to behaviors at each grade level and then professional learning communities could be implemented to increase consistency school-wide.
Professional learning communities (PLCs) can promote effective professional development when certain attributes are present. PLCs work best with supportive and shared leadership, a focus on collective learning and creativity, shared values and vision, supportive conditions for collaboration, and a willingness to share personal teaching practices. Regular collaboration in PLCs allows teachers to learn from each other, address specific challenges, and continuously improve instruction to enhance student learning.
The importance of Professional Learning Communitie for School ImprovementJACQUELINE VILELA
This document discusses the importance of professional learning communities (PLCs) for school improvement. It defines PLCs as groups that allow educators, especially teachers and school leaders, to engage with one another and continuously improve their practices. The document outlines several key benefits of PLCs, including building collaborative relationships, engaging educators in consistent learning, and addressing inequities in teaching. It emphasizes that the principal plays a critical role in facilitating PLCs and creating a positive school culture where teachers can collaborate and learn from one another.
The shift from ‘me’ to ‘we’: Schools with a coaching culture build individual...Christine Hoyos
Developing all staff to coach each other accelerates adult learning, which, in turn, accelerates student learning. A key factor in the process is job-embedded support.
The document discusses collaboration between health and non-health organizations. It argues that collaborative leadership is important for achieving shared goals. Effective collaboration requires shared goals, mutual trust, and good communication. Barriers to collaboration include lack of transparency, trust and shared vision. Leaders can overcome barriers by employing participative leadership, transparent decision-making, and understanding different cultural perspectives. Examples of collaboration include school health programs and provision of basic infrastructure.
Dr. Fred C. Lunenburg, Sam Houston State University - Published in NATIONAL F...William Kritsonis
Dr. Fred C. Lunenburg, Sam Houston State University - Published in NATIONAL FORUM JOURNALS - www.nationalforum.com - Dr. William Allan Kritsonis, Editor-in-Chief (Founded 1982)
The document discusses three frameworks for collaborative leadership: professional learning communities (PLCs), communities of practice (CoPs), and critical friends groups (CFGs). PLCs focus on analyzing student work together and using common assessments. CoPs are defined by shared interests and learning from each other to improve practice. CFGs emphasize constructive peer feedback and identifying gaps in teaching practice. The team chose a CoP framework because it does not focus on assessments and data, but instead focuses on sharing strengths to improve technology knowledge across the school.
Jones, earl the existence of characteristics schooling v6 n1 2015William Kritsonis
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
Ivy, adam the challenge of building professional learning communitiesWilliam Kritsonis
This article provides an overview of professional learning communities (PLCs), outlining both the challenges and benefits. It discusses how to develop a PLC by establishing collaborative teams focused on student learning and results. Examples show how PLCs have boosted student achievement at various schools by ensuring all students learn through common assessments, data analysis, and intervention programs. The article concludes that addressing any apprehension or resistance upfront is important for a successful PLC implementation.
Dr. Fred C. Lunenburg - creating a professional learning community nfeasj v2...William Kritsonis
Dr. Fred C. Lunenburg, Featured Author for NATIONAL FORUM JOURNALS, Houston, Texas,
www.nationalforum.com
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS
This document discusses collaborative learning and cooperative learning. It defines collaborative learning as situations where two or more people work together on a common task and build knowledge through active interaction. Cooperative learning is structured to organize classroom activities into academic and social learning experiences where students work in groups to achieve goals. Some benefits listed are that collaborative and cooperative learning allow students to learn from diverse perspectives, develop social skills, and receive more personalized feedback.
Distributive leadership is not necessarily the “act” of distributing power, but the mindset (or perspective) a given leader takes about how to operate within a given organization (Spillane, 2006)
Mahara and Collaboration: Building communities of practice.Mahara Hui
Presentation at Mahara Hui 2017 by Sue Smarti and Gwen Davitt (Te Rito Maioha Early Childhood New Zealand) in Auckland, New Zealand, on 7 April 2017.
YouTube presentation link can be found here: https://youtu.be/S2OTJX980SI
This document discusses the FAPE model of leadership for exceptional student education. FAPE stands for Facilitative, Affiliative, Praise and rewarding, and Experiential and empirical. The FAPE model leader uses a facilitative approach to guide and coach staff, works to build emotional connections between all staff, recognizes and praises staff accomplishments, and bases decisions on empirical research and experience. The document provides details on each component of the FAPE model, including how facilitative leaders empower staff and involve them in decision making, how affiliative leaders focus on caring for the whole person and building relationships, and how praise and recognition is an important part of the FAPE model.
The document outlines an organizing framework for a class on teaching, learning, and transformation. It discusses goals of understanding different types of knowledge, power dynamics, and making education more intentional and effective for social change work. Key aspects of the framework include assumptions about learning, resources, activities like discussion and reflection, and the impact of expanding awareness and ability to integrate education. Matrices on fields of understanding and relating different educational approaches to levels of control and creativity are also presented.
National FORUM Journals - William Allan Kritsonis, PhDWilliam Kritsonis
This document provides an overview of 11 articles written by doctoral students at Prairie View A&M University exploring the implementation of William Allan Kritsonis' Ways of Knowing Through the Realms of Meaning as a conceptual framework for strategic planning in education. The articles discuss how the six realms of meaning - symbolics, empirics, esthetics, synnoetics, ethics and synoptics - can be applied to areas like professional learning communities, instructional leadership, and school improvement planning. The document introduces each article and explains that they were written to partially fulfill a course requirement taught by Dr. Kritsonis on using his realms of meaning framework for strategic planning.
The document discusses the role of instructional coaches as effective change agents within learning communities. It reviews literature that finds coaching helps increase teachers' instructional capacity and shows professional development is most effective when contextualized within the classroom. Experts agree effective coaching is school-based, ongoing, research-based, and focused on teaching and learning, while not being evaluative or enforcing specific programs. Coaching must also be systemic and supported throughout the educational system to successfully drive reform.
The document discusses the roles and responsibilities of school librarians as curricular leaders and instructional team members. It emphasizes that school librarians must constantly update their skills and knowledge in order to collaborate effectively with teachers, administrators, and other staff. They should lead professional development, attend conferences, and network with other librarians to advance their abilities. Leadership is described as a relationship between those who lead and those who follow that involves growing connections, articulating shared visions and goals, and supporting others.
A summary of evidence-based practices in creating community in online education, tips for leveraging Moodle tools to create online community, and a list of resources for further reading.
This document discusses attributes of successful teamwork based on a literature review and case study of student teams. The key attributes identified for effective teamwork are: commitment to shared goals and team success; interdependence where members contribute more together than individually; and strong interpersonal skills like open communication, trust and respect. The case study examines two student teams, one highly successful that demonstrated these attributes, and another dysfunctional team that did not.
This document summarizes a case study on successful versus unsuccessful teamwork among student project teams. It identifies key attributes of successful teams found in the literature, including commitment to shared goals, interdependence, strong interpersonal skills, open communication, appropriate composition, and commitment to processes. The case study examines two teams - a highly successful team that demonstrated these attributes, and a dysfunctional team that split apart. The unsuccessful team lacked commitment to shared goals, saw members as competitive rather than interdependent, and did not support each other when facing problems.
1) The document discusses how school leaders can use Dr. Kritsonis' six realms of meaning to strategically plan and solve educational problems. The six realms are symbolics, empirics, esthetics, synnoetics, ethics, and synoptics.
2) It emphasizes that school leaders must understand each realm and integrate them into strategic planning to improve parental involvement, bring positive change, and make schools successful.
3) Effective communication, data analysis, developing talents, and upholding high ethical standards are some ways the realms can guide strategic planning. This will help school leaders achieve goals and enhance the educational system.
This document discusses learning communities and professional learning communities (PLCs) in educational settings. It provides definitions and explanations of learning communities as groups that share interests and goals of learning. PLCs are described as groups of educators united in their commitment to student learning, who collaborate and make decisions together. Steps for schools to become effective PLCs include determining readiness, using external facilitators, identifying barriers and boosters, and starting with a focus on learning. The role of the school librarian in supporting PLCs includes developing relationships with teachers, communicating expectations, and empowering collaboration.
The document discusses collaboration between health and non-health organizations. It argues that collaborative leadership is important for achieving shared goals. Effective collaboration requires shared goals, mutual trust, and good communication. Barriers to collaboration include lack of transparency, trust and shared vision. Leaders can overcome barriers by employing participative leadership, transparent decision-making, and understanding different cultural perspectives. Examples of collaboration include school health programs and provision of basic infrastructure.
Dr. Fred C. Lunenburg, Sam Houston State University - Published in NATIONAL F...William Kritsonis
Dr. Fred C. Lunenburg, Sam Houston State University - Published in NATIONAL FORUM JOURNALS - www.nationalforum.com - Dr. William Allan Kritsonis, Editor-in-Chief (Founded 1982)
The document discusses three frameworks for collaborative leadership: professional learning communities (PLCs), communities of practice (CoPs), and critical friends groups (CFGs). PLCs focus on analyzing student work together and using common assessments. CoPs are defined by shared interests and learning from each other to improve practice. CFGs emphasize constructive peer feedback and identifying gaps in teaching practice. The team chose a CoP framework because it does not focus on assessments and data, but instead focuses on sharing strengths to improve technology knowledge across the school.
Jones, earl the existence of characteristics schooling v6 n1 2015William Kritsonis
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
Ivy, adam the challenge of building professional learning communitiesWilliam Kritsonis
This article provides an overview of professional learning communities (PLCs), outlining both the challenges and benefits. It discusses how to develop a PLC by establishing collaborative teams focused on student learning and results. Examples show how PLCs have boosted student achievement at various schools by ensuring all students learn through common assessments, data analysis, and intervention programs. The article concludes that addressing any apprehension or resistance upfront is important for a successful PLC implementation.
Dr. Fred C. Lunenburg - creating a professional learning community nfeasj v2...William Kritsonis
Dr. Fred C. Lunenburg, Featured Author for NATIONAL FORUM JOURNALS, Houston, Texas,
www.nationalforum.com
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS
This document discusses collaborative learning and cooperative learning. It defines collaborative learning as situations where two or more people work together on a common task and build knowledge through active interaction. Cooperative learning is structured to organize classroom activities into academic and social learning experiences where students work in groups to achieve goals. Some benefits listed are that collaborative and cooperative learning allow students to learn from diverse perspectives, develop social skills, and receive more personalized feedback.
Distributive leadership is not necessarily the “act” of distributing power, but the mindset (or perspective) a given leader takes about how to operate within a given organization (Spillane, 2006)
Mahara and Collaboration: Building communities of practice.Mahara Hui
Presentation at Mahara Hui 2017 by Sue Smarti and Gwen Davitt (Te Rito Maioha Early Childhood New Zealand) in Auckland, New Zealand, on 7 April 2017.
YouTube presentation link can be found here: https://youtu.be/S2OTJX980SI
This document discusses the FAPE model of leadership for exceptional student education. FAPE stands for Facilitative, Affiliative, Praise and rewarding, and Experiential and empirical. The FAPE model leader uses a facilitative approach to guide and coach staff, works to build emotional connections between all staff, recognizes and praises staff accomplishments, and bases decisions on empirical research and experience. The document provides details on each component of the FAPE model, including how facilitative leaders empower staff and involve them in decision making, how affiliative leaders focus on caring for the whole person and building relationships, and how praise and recognition is an important part of the FAPE model.
The document outlines an organizing framework for a class on teaching, learning, and transformation. It discusses goals of understanding different types of knowledge, power dynamics, and making education more intentional and effective for social change work. Key aspects of the framework include assumptions about learning, resources, activities like discussion and reflection, and the impact of expanding awareness and ability to integrate education. Matrices on fields of understanding and relating different educational approaches to levels of control and creativity are also presented.
National FORUM Journals - William Allan Kritsonis, PhDWilliam Kritsonis
This document provides an overview of 11 articles written by doctoral students at Prairie View A&M University exploring the implementation of William Allan Kritsonis' Ways of Knowing Through the Realms of Meaning as a conceptual framework for strategic planning in education. The articles discuss how the six realms of meaning - symbolics, empirics, esthetics, synnoetics, ethics and synoptics - can be applied to areas like professional learning communities, instructional leadership, and school improvement planning. The document introduces each article and explains that they were written to partially fulfill a course requirement taught by Dr. Kritsonis on using his realms of meaning framework for strategic planning.
The document discusses the role of instructional coaches as effective change agents within learning communities. It reviews literature that finds coaching helps increase teachers' instructional capacity and shows professional development is most effective when contextualized within the classroom. Experts agree effective coaching is school-based, ongoing, research-based, and focused on teaching and learning, while not being evaluative or enforcing specific programs. Coaching must also be systemic and supported throughout the educational system to successfully drive reform.
The document discusses the roles and responsibilities of school librarians as curricular leaders and instructional team members. It emphasizes that school librarians must constantly update their skills and knowledge in order to collaborate effectively with teachers, administrators, and other staff. They should lead professional development, attend conferences, and network with other librarians to advance their abilities. Leadership is described as a relationship between those who lead and those who follow that involves growing connections, articulating shared visions and goals, and supporting others.
A summary of evidence-based practices in creating community in online education, tips for leveraging Moodle tools to create online community, and a list of resources for further reading.
This document discusses attributes of successful teamwork based on a literature review and case study of student teams. The key attributes identified for effective teamwork are: commitment to shared goals and team success; interdependence where members contribute more together than individually; and strong interpersonal skills like open communication, trust and respect. The case study examines two student teams, one highly successful that demonstrated these attributes, and another dysfunctional team that did not.
This document summarizes a case study on successful versus unsuccessful teamwork among student project teams. It identifies key attributes of successful teams found in the literature, including commitment to shared goals, interdependence, strong interpersonal skills, open communication, appropriate composition, and commitment to processes. The case study examines two teams - a highly successful team that demonstrated these attributes, and a dysfunctional team that split apart. The unsuccessful team lacked commitment to shared goals, saw members as competitive rather than interdependent, and did not support each other when facing problems.
1) The document discusses how school leaders can use Dr. Kritsonis' six realms of meaning to strategically plan and solve educational problems. The six realms are symbolics, empirics, esthetics, synnoetics, ethics, and synoptics.
2) It emphasizes that school leaders must understand each realm and integrate them into strategic planning to improve parental involvement, bring positive change, and make schools successful.
3) Effective communication, data analysis, developing talents, and upholding high ethical standards are some ways the realms can guide strategic planning. This will help school leaders achieve goals and enhance the educational system.
This document discusses learning communities and professional learning communities (PLCs) in educational settings. It provides definitions and explanations of learning communities as groups that share interests and goals of learning. PLCs are described as groups of educators united in their commitment to student learning, who collaborate and make decisions together. Steps for schools to become effective PLCs include determining readiness, using external facilitators, identifying barriers and boosters, and starting with a focus on learning. The role of the school librarian in supporting PLCs includes developing relationships with teachers, communicating expectations, and empowering collaboration.
Mc carty, darla shared leadership nfeasj v32 n4 2014William Kritsonis
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
This document discusses applying postmodern thinking through six realms of meaning to improve education. It summarizes how each realm - symbolics, empirics, ethics, synoptics, esthetics, and synnoetics - can guide instructional leadership, organizational mission and culture, safety, student and community relations, and organizational improvement. The goal is to provide students with strong academic skills through effective, strategic planning using postmodern frameworks.
The document outlines a student success plan that incorporates a new curriculum for the 21st century to meet the needs of a diverse student population. Key aspects of the plan include developing a vision with instructional practices, collaboration, and professional development. It also discusses implementing multicultural education and cooperative learning instructional practices, the importance of collaboration between stakeholders, and designing curricula to support the school's diverse population.
Lunenburg, fred c creating a professional learning community nfeasj v27 n4 2010William Kritsonis
The document discusses the importance of school leaders in creating professional learning communities within schools. It describes a four-step process that principals can use: 1) creating a mission statement, 2) developing a vision, 3) developing value statements, and 4) establishing goals. This allows stakeholders to come together and align around the school's purpose and shared values, which promotes collaboration and improves student outcomes.
Lunenburg, fred c creating a professional learning community nfeasj v27 n4 2010William Kritsonis
School leaders play a vital role in creating professional learning communities within schools by bringing stakeholders together to engage in a four-step process: 1) creating a mission statement, 2) developing a vision, 3) developing value statements, and 4) establishing goals. This process allows the school community to identify shared values and priorities to work towards. The principal then communicates and models the mission, vision, values, and goals established to ensure they are embedded in the daily life of the school. When implemented successfully, this process can help improve schools by developing a cooperative culture where teachers collaborate and focus on student learning.
This document discusses the importance of communities, networks, and collaboration in education and professional development. It defines communities as collections of individuals bound by shared interests and ideals. Networks are created through publishing ideas and connecting with others. Professional learning communities are the driving engine of collaborative culture, where teachers work together to discover best practices. Communities of practice are situated online or in-person spaces for synchronous or asynchronous collaboration. Personal learning networks connect individuals to learning resources and people through social media. The document emphasizes building capacity through relationships and collaboration to support teachers as action researchers.
A Call To Action Action Research As An Effective Professional Development ModelJill Brown
This document discusses action research as an effective model for professional development. It begins by outlining characteristics of ineffective professional development, such as being fragmented, lacking implementation, and not being teacher-centered. It then describes features of effective professional development, including being sustained, content-based, and teacher-led. The document defines action research as having teachers study issues in their own classrooms to improve instruction. Action research is presented as addressing limitations of other models by being contextual, empowering teachers as leaders, and impacting student learning.
This document summarizes a research article about professional learning communities and their impact on school improvement efforts. It discusses how professional learning communities empower teachers to collaborate and improve student learning. The summary discusses Peter Senge's concept of a learning organization, which influenced the development of professional learning communities. It also outlines the key characteristics of professional learning communities, including ensuring student learning, collaboration among educators, and focusing on results. Overall, the document advocates for schools transforming into professional learning communities in order to meet goals for improving education.
This document summarizes a research article about professional learning communities and their impact on school improvement efforts. It discusses how professional learning communities empower teachers to collaborate and improve student learning. The summary discusses Peter Senge's concept of a learning organization, which influenced the development of professional learning communities. It also outlines the key characteristics of professional learning communities, including ensuring student learning, cultivating collaboration among educators, and focusing on results. Overall, the document advocates for schools transforming into professional learning communities in order to meet goals for improving instruction and student achievement.
This document discusses learning communities and professional learning communities (PLCs) in educational settings. It defines a learning community as a group that shares interests and tools to build knowledge collaboratively. A PLC is described as a group of educators united in their commitment to student learning - they work together, visit classrooms, and participate in decision making. The document outlines three key aspects of an effective PLC: purposeful conversations about teaching and learning, managing differences of opinion through open contention, and a shared commitment to student success. It provides advice on establishing a PLC, including determining staff readiness and using an external facilitator.
This document provides information about service-learning and reflection at Drake University. It defines service-learning as experiential education that combines academic learning and meeting community needs, with a focus on reflection. Students engaged in service-learning will take responsibility for their learning, apply knowledge to new environments, reflect on how the experience impacts their understanding, and develop skills to be engaged citizens. The document also discusses the importance of reflection, providing definitions and research that shows reflection improves learning outcomes. It provides examples of reflection activities for students to process their service-learning experiences.
This document discusses emerging learning theories and how they can be applied to discussion boards in online classes. It examines social constructivism, connectivism, transactional distance theory, and andragogy. These theories emphasize building a community of learners through discussion boards. A community provides benefits like supporting individual and collective learning. Discussion boards allow sharing of knowledge and experiences in online classes based on emerging theories.
The document discusses emerging learning theories and how they relate to the use of discussion boards in online adult education classes. It examines theories like social constructivism, connectivism, transactional distance, and andragogy. These theories emphasize community building, making connections, bridging gaps in online environments, and understanding how adults learn best. The document also provides best practices for using discussion boards, such as defining goals, building rapport, encouraging public sharing, and providing guidelines for interaction and etiquette.
Choose five activities for job-embedded professional development a.docxgordienaysmythe
Choose
five activities for job-embedded professional development according to Figure 3.1 (p. 70) in Ch. 3 of
Schools as Professional Learning Communities
.
Write
a 350- to 700-word essay explaining how each activity supports reflective teaching.
Include
at least five sources, including this week's readings and videos, to justify how each supports reflective practice.
Format
your essay according to APA guidelines.
Figure 3.1 Activities for Job-Embedded Professional Development
Observe other teachers teach
Plan lessons and units with other teachers
Give and receive feedback on instructional behaviors from peers
Conduct action research projets
Mentor new teachers
Coach one another
Keep a reflective log.
Develop and maintain a professional portfolio
Look at student work together
Become part of a study group
Weeks Reading
The Professional Learning Community: An OverviewPreview of the ChapterToday, a great deal is known about what leads to school improvement and about the change process in schools. In the current literature, there is extensive discussion of the learning community as an effective model for fostering school improvement and general consensus about high-quality learning activities as essential factors in the improvement of teaching and learning. This chapter provides the theoretical basis for an understanding of the learning community as a metaphor for schools and the rationale for the strategies that lead to schools characterized by collaboration, shared leadership, and ongoing learning. The evolution of the learning community in the research literature is explored and an in-depth discussion of the characteristics and impact of the learning community on students, teachers, and staff is provided. The chapter specifically addresses the following questions:What is a learning community?What are the characteristics of a learning community?What is the role of the learning community in an age of accountability?What are the key elements of the school improvement framework for learning community schools?How is student achievement affected by the learning community model?How are teachers affected by the learning community?How do reflection and reflective practice contribute to the building of learning communities?What is a Learning Community?Dr. Karla Brownstone is just beginning her tenure as the superintendent of the Merlo School District, an urban/suburban-type district where achievement scores and teacher morale have been on the decline for several years. The former superintendent had a highly directive leadership style that limited his ability to improve the schools and resulted in a high turnover in the administrative staff. In her initial meetings with the board of education, teachers, and other staff and community members, Dr. Brownstone had shared her vision of providing the kind of leadership that would facilitate the transformation of each of the district's schools into learning communities. Her ideas had gene.
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
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Educational Background
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
Doctor of Humane Letters
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
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National FORUM of Multicultural Issues Journal, Volume 7, Number 2, 2010, Dr. William Allan Kritsonis, Editor-in-Chief, National FORUM Journals, 17603 Bending Post Drive, Houston, Texas 77095
Analyzing Learning, Dr. W.A. Kritsonisguestcc1ebaf
Dr. Kritsonis Recognized as Distinguished Alumnus
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”
Dr. Kritsonis Recognized as Distinguished Alumnus
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”
Dr. Kritsonis Recognized as Distinguished Alumnus
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”
Research Design and Methodology, Dr. W.A. Kritsonisguestcc1ebaf
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
1. The document provides a comprehensive exam study guide for a community development class, outlining 17 potential exam questions with special emphasis and 25 additional study guide questions.
2. Key concepts covered include defining different types of communities, factors that enhance community functioning, characteristics of good communities, and applying ecological and social systems perspectives to understand community features and changes over time.
3. Urbanization phases, edge cities, gentrification, immigration trends, social stratification, neighborhood types, and barriers to community competence are also summarized from the reading material.
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Film vocab for eal 3 students: Australia the movie
Queinnise Miller & Dr. Wm. A. Kritsonis
1. QUEINNISE MILLER and WILLIAM ALLAN KRITSONIS
Introduction
Unprecedented change is taking place in schools all over the world. Schools
are increasingly being managed like businesses. Without effective strategic planning
principals will be involved in crisis management (Van der Linde, 2001). As schools
engage in strategic planning, professional learning communities should be heavily
depended on to help districts move from infancy to maturity in their quality of
instructional and overall educational success. By using the Ways of Knowing
Through the Realms of Meaning (Kritsonis, 2003) as a guide for professional learning
communities this will increase the success of professional learning communities and
their impact on strategic planning.
Purpose of the Article
The purpose of this article is to explore professional learning communities
while taking a look at how they impact school improvement and their place in
strategic planning in education. This article will address how the Ways of Knowing
Through the Realms of Meaning (Kritsonis, 2003) is implemented in the core of
professional learning communities. By utilizing the six realms in professional
learning communities, leaders and teachers will be able to achieve the highest
excellence possible in educational achievement.
Professional Learning Communities
Professional Learning Communities (PLC) has over the last few years been
almost a house hold name among educators of all levels. In fact, the term has been
used so ubiquitously that it is in danger of losing all meaning (DuFour, 2004). Each
word of the phrase "professional learning community" has been chosen purposefully.
Dufour and Eaker state:
A "professional" is someone with expertise in a specialized field……....
"Learning" suggests ongoing action and perpetual curiosity….. In a
professional learning community, educators create an environment that fosters
mutual cooperation, emotional support, personal growth as they work together
to achieve what they cannot accomplish alone (as cited in Thomas, Gregg, &
Niska, 2004).
Most all professional learning communities follow the same protocol. Within
each community the teacher as well as leaders is encouraged to pursue personal and
professional development, integrating it as part of their regular job responsibilities.
For example, the Alief ISD implements PLC time into the school week by creating a
weekly early release day for students and utilizing that extra hour for mandated
sessions for teachers to be in their specified professional learning community. Within
4
2. QUEINNISE MILLER and WILLIAM ALLAN KRITSONIS
professional learning communities, leaders have incorporated professional
development by asking teachers to discuss and share differing classroom applications.
From those interactions, teachers are enhancing their professional knowledge in a
more informal approach to professional development. True professional learning
communities follow different protocols to evoke dialogue between team members. In
some professional development settings, teachers are asked to read books or
educational articles as a catalyst to encourage reflection, inquiry, and sharing.
Individual and team judgment is valued more than rules, policies, forms, and
procedures. Most importantly, everyone is encouraged to take responsibility for their
own learning and development and this is considered to be a norm of the school's
culture (Thompson, 2004).
These concepts of professional leaning communities may sound simple to
implement, this is not always the case. Implementing professional learning
communities is challenging. For starters, they require a deep cultural change
within the school ( Honawar, 2008).
How Professional Learning Communities Impact School Improvement
There are cascades of strategies, theories, district initiatives, and many other
ideas to improve student learning. Teacher collaboration is hailed as one of the most
effective ways to improve student learning (Honawar, 2008). This can be debatable
like most issues. According to Thomas, Gregg, and Niska (2004), many K-12 school
are working to become professional learning communities in the hope that student
learning will improve when adults commit themselves to talking collaboratively about
teaching and learning and then take action that will improve student learning and
achievement. Other leaders in the field such as Mike Schmoker (2004) believe that
“…the most promising strategy for sustained, substantive school improvement is
building the capacity of school personnel to function as a professional learning
community” (pg. 424).
For former superintendent Richard DuFour (2004) in Educational Leadership,
attributes the successes and record gains in his near Chicago school district to goal
oriented collaborative teams. DuFour believed that collaborative teams were the
engine behind each schools improvement efforts. Mike Schmoker said:
In the nearby but less advantaged Chicago Public Schools, those with strong
professional learning communities were four times more likely to be
improving academically than schools with weaker professional communities.
We can no longer afford to be innocent of the fact that “collaboration”
improves performance. (pg. 431)
5
3. QUEINNISE MILLER and WILLIAM ALLAN KRITSONIS
Such simple effort, teachers teaching one another the practice of teaching,
leads to what has to be one of the most salient lists of benefits in educational
literature:
• Higher-quality solutions to instructional problems,
• Increased confidence among faculty,
• Increased ability to support one another’s strengths and to
accommodate weaknesses,
• More systematic assistance to beginning teachers, and
• The ability to examine an expanded pool of ideas, methods,
and materials (pg. 430).
We believe that an unknown author said it best, “I cannot improve my craft in
isolation from others.”
The Role Professional Learning Communities Have in Strategic Planning
For some people, the term strategic planning brings to mind a disciplined and
thoughtful process that links the values, mission, and goals of a school system with a
set of coherent strategies and tasks designed to achieve those goals (Reeves, 2007).
According to Weindling (1997) strategic planning "is a means for establishing and
maintaining a sense of direction when the future has become more and more difficult
to predict" (as sited in Van der Linde, 2001, pg. 536).
Professional learning communities embodies this process and allows for a
triangulation of planning, goal setting, and result evaluation. Communication is the
element that makes strategic planning such a success. Through professional leaning
communities, this element of communication is evident as teachers begin to talk and
create communities that focus on the specific needs of a campus, department, or
classroom.
Implementing “Symbolics” in Professional Learning Communities
The first realm of meaning is symbolics. “These meanings are contained in
arbitrary symbolic structures, with socially accepted rules of formation and
transformation, created as instruments for the expression and communication of any
meaning whatsoever (Kritsonis, 2007, p. 11).
Professional Learning Communities use communication as the backbone in
which its purpose is fulfilled. Within professional learning communities this first
realm is evident with the “ordinary language” that is required for effective
communication to take place. In all professional learning communities, there is a
discourse employed in the everyday speech and writing of education. Without the
knowledge of this language and the knowledge of its meaning, educators within these
communities cannot make progress in their journey to student improvement. “A
person knows a language only if he understands its meanings” (Kritsonis, 2003,
p.109). Gamble (2008) postulates that teachers must learn the vocabulary and apply
6
4. QUEINNISE MILLER and WILLIAM ALLAN KRITSONIS
the concepts of a PLC. They must talk the talk and walk the walk in lesson
preparation and lesson presentations. Teachers must model the dynamics by stating
clearly the objectives to the students, and make frequent use of formative assessments,
using graphic organizers whenever possible. The use of graphic organizers is the
implementation of symbols, which according to Kritsonis comprise another of the
outer faces of language. These symbols are spoken sounds or written marks that
convey the meaning to be communicated (Kritsonis, 2007).
The realm of symbolics expresses that different languages reflect multiple
ways of organizing experiences. This is implemented in professional learning
communities, by the collaboration effort between teachers as they share experiences
and together organize and plan for future classroom experiences. “Ordinary language
presupposes a fund of common understandings about the world and a body of
shareable experiences” (Kritsonis, 2007, pg. 110). The common understanding and
shareable experiences of classroom instruction among educators is what should be
built on in professional learning communities. Educators strengthen one another by
sharing with others their victories and their failures. It is only through these symbolic
interactions of language can schools begin the ever so needed dialogue of what is
working in our schools.
The Implementation of “Empirics” in Professional Learning Communities
The second realm empirics, includes the sciences of the physical world, of
living things, and of man. These sciences provide factual descriptions,
generalizations, and theoretical formulations and explanations that are based
upon observation and experimentation in the world of matter, life, mind, and
society. (Kritsonis, 2007, p. 12)
As educators collect and analyze data from students to produce better results they are
functioning in the empirical realm.
The educators involved in professional learning communities essentially
become scientific researcher for what is effective and what is not effective in the
instructional setting. By becoming researchers their scientific inquiry is aimed at
bringing some order and intelligibility out of what appears to be a miscellaneous and
unrelated profusion of phenomena (Kritsonis, 2007). Gamble (2004) suggest that
schools develop a professional library by researching the great "movers" in the field
(i.e., Dufour, Hord, Martin-Kniep, Sergiovanni, and others). Acquire materials by
these authors and get them into circulation.
As teachers gather data, it is important for them to remember that principles,
generalizations, and laws are not directly inferred from data of observation and
observations do not test the truth or falsity of hypotheses, but rather their scope and
limitations. By being aware of these limitations identified by observation, educators
are able to put in place future interventions for those students affected by those
limitations.
The Implementation of “Esthetics” in Professional Learning Communities
7
5. QUEINNISE MILLER and WILLIAM ALLAN KRITSONIS
“The third realm, esthetics, contains the various arts, such as music, the visual
arts, the arts of movement, and literature” (Kritsonis, 2007, p. 12). Esthetics looks at
not only knowledge in a mathematical and empirical manner, but explores
understanding that may be used for the arts and other non-empirical fields. Often
students cannot be calculated in a scientific manner. Kritsonis continues,
There are beauties that occur in the learning of all students that can only be
understood in the wholeness of the student both empirically and non-
empirically. Each individual student is like a fragile art piece. Each work of
art contains its own meaning and speaks for itself. (2007, p.279)
By understanding the whole student and the varieties present in each student,
professional learning communities can have a more holistic view and dialogue on
what is working for different pieces of beautiful artwork.
It is important for educators to consistently take into consideration the
differences and beauty that every student processes. Professional learning
communities are a good platform for this to occur being that they are able to share
experiences and assess students from differing paradigms.
The Implementation of “Synnoetics” in Professional Learning Communities
The fourth realm is synnoetics. Synnoetics refers to meanings in which a
person has direct insight into other beings (or oneself) as concrete wholes existing in
relation (Kritsonis, 2007). Engagement is a crucial part in having an effective
professional learning community. It is the engagement between team members within
the professional learning community as well as the engagement between the teacher
and the student that drives the collaboration effort that in turn promotes student
achievement. Kritsonis (2007) says that synnoetics meaning requires engagement and
that there is no such thing as absolutely solitary existence. The very concept of
isolation has significance only against a background of other from whom one is
separated (Kritsonis, 2007). People may differ about how to ensure “quality,” but
most would agree that quality teachers know how to craft engaging and effective
learning experiences, despite constant changes in student populations. They need to
be knowledgeable and they need to know how to use their knowledge. Ongoing
professional learning simply must be integral to their work (Wood, 2007). Educators
are charged with not only educating students academically, yet also, helping them
gain self knowledge and guide them in how to use both their academic knowledge as
well as their self knowledge. One goal of professional learning communities is to
help teachers also gain knowledge of teaching practices as well as a personal
knowledge about who they are and the roles they play as educators in a school. While
professional developments are great avenues for this task, most time smaller
professional learning communities can be more effective. Kritsonis (2007) posits that
personal knowledge is not always developed though formal instruction.
The Implementation of “Ethics” in Professional Learning Communities
8
6. QUEINNISE MILLER and WILLIAM ALLAN KRITSONIS
Ethics, according to Dr. William Allan Kritsonis, is that which “includes
moral meanings that express obligation rather than fact, perceptual form, or awareness
of relation” (Kritsonis, 2007, pg. 13). Morality, according to Kritsonis, is simply that
“which reflects inter-subjective understanding. Morality has to do with personal
conduct that is based on free, responsible, deliberate decision” (Kritsonis, 2007, p.
13). As educators ethics and morality should be the ordinary language and the
business of everyone. Each day parents entrust us with the lives and futures of their
children. Any act or decision made for our students from the smallest of them such as
school materials used to the biggest such as assessment choices should be the most
moral and ethical one. Gamble (2008) suggest that one should become an
instructional leader in your school by advocating, in theory and practice, one of the
"best practices" models called a professional learning community.
According to Kritsonis, ethical considerations enter into every department of
ordinary life. Therefore, education cannot and will not escape the responsibility of
ethics, or right actions, against students. By forming professional learning
communities, teachers should ensure and hold each other accountable for ethical
behavior toward students. The improvement of conduct depends upon the habit, in
making each decision, of bringing into consciousness a range of different possibilities
from among which a selection can be made (Kritsonis, 2007). This is the essence of
what a professional learning community should do.
The Implementation of “Synoptics” in Professional Learning Communities
Synoptics refers “to meanings that are comprehensively integrative”
(Kritsonis, 2007, p. 13). Synoptics covers the realms of “history, philosophy, and
religion” (Kritsonis, 2007, p. 13). Professional learning communities implement this
realm of meaning with its integrative characteristics of guiding, teaching, and learning
as educators.
In professional learning communities, educators must also look at the history
of what has been successful in obtaining student achievement for all students. By
looking at the past, educators are able to better chart their path to the future. Along
with looking at the past, professional learning communities should frequently
reference the vision the school is attempting to bring to realization. At the very least,
faith refers to an ideal and a hope for maximum completeness, depth, and integrity of
vision (Kritsonis, 2008).
The synoptic view addresses the entire range of all that is encompassed in the
expressible education experiences. Fidelity must be given to a data-driven
curriculum, to clear and specific objectives, and to a mindset of deep purpose for
meaningful planning and collaboration. The focus must be to move students, as well
as faculty, into truly becoming lifelong learners (Gamble, 2007).
Concluding Remarks
In conclusion strategic planning is imperative for school leaders to obtain
gains in student achievement. Doug Reeves (2007) stated:
9
7. QUEINNISE MILLER and WILLIAM ALLAN KRITSONIS
School leaders should embrace the importance of strategy by developing
plans that are focused and brief and that provide consistent monitoring and
evaluation. Most important, the teachers and leaders who implement strategic
plans should begin the process with the confidence that their professional
practices truly influence student achievement. (pg. 87)
This process can and will be enhanced through quality professional learning
communities where teachers and leaders can begin effective and action oriented
dialogue about student achievement and what works and what is not working in
classrooms all across the nation. The continued implementation of the Ways of
Knowing Through the Realms of Meaning by Dr. William Allan Kritsonis will
produce more coherent results when seeking holistic achievement of students.
REFERENCES
Bonstingl, J. (2009, January). Strategic planning during tough times. Leadership,
38(3), 8-10. Retrieved July 8, 2009, from Academic Search Complete
database.
DuFour, R. (2004, May). What Is a Professional Learning Community? Educational
Leadership, 61(6), 6. Retrieved July 7, 2009, from MAS Ultra - School
Edition database.
Gamble, J. (2008, March). Professional learning communities. School Library Media
Activities Monthly, 24(7), 17-17. Retrieved July 8, 2009, from MasterFILE
Premier database.
Honawar, V. (2008, April 2). Working smarter by working together. Education Week,
27(31), 25-27. Retrieved July 8, 2009, from MasterFILE Premier database.
Kritsonis, W. (2007). Ways of knowing through the realms of meaning. Houston, TX:
National FORUM Journals.
Nebgen, M. (1991, April). The key to success in strategic planning is communication.
Educational Leadership, 48(7), 26. Retrieved July 8, 2009, from Middle
Search Plus database.
Reeves, D. (2007, December). Making strategic planning work. Educational
Leadership, 65(4), 86. Retrieved July 8, 2009, from Middle Search Plus
database.
Schmoker, M. (2004, February 1). Tipping point: From feckless reform to substantive
instructional improvement. Phi Delta Kappan, 85(6), 424. (ERIC Document
Reproduction Service No. EJ700581) Retrieved July 7, 2009, from ERIC
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Thompson, S., Gregg, L., & Niska, J. (2004, November). Professional learning
communities, leadership, and student learning. Research in Middle Level
Education Online, 28(1), 35-54. Retrieved July 8, 2009, from Academic
Search Complete database.
Van der Linde, D. (2001, Spring2001). Strategic quality planning for teachers in the
new millennium. Education, 121(3), 535. Retrieved July 8, 2009, from
MasterFILE Premier database.
Wood, D. (2007, September). Professional learning communities: Teachers,
knowledge, and knowing. Theory Into Practice, 46(4), 281-290. Retrieved
July 8, 2009, from doi:10.1080/00405840701593865
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8. QUEINNISE MILLER and WILLIAM ALLAN KRITSONIS
www.nationalforum.com
National FORUM Journals Worldwide Website
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