el paperwork 2015

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SMK PUTRAJAYA PRESINT 11(2)

NO 1 JALAN P11C PRESINT 11

62300 PUTRAJAYA

ENGLISHLANGUAGE PANEL

2015

PROFESSIONALLEARNINGCOMMUNITY

ROBIATUL ‘ADAWIAH BINTIHAMZAH KETUA PANITIABAHASA INGGERISGURU CEMERLANG BAHASAINGGERIS



PROFESSIONAL LEARNING COMMUNITY FRAMEWORK

Ensuring That Students Learn

According to Richard Dufor’s article published on Association for Supervision andCurriculum Development online webage, the professional learning community model

flows from the assumption that the core mission of formal education is not simply toensure that students are taught but to ensure that they learn. This simple shift—from afocus on teaching to a focus on learning—has profound implications for schools.School mission statements that promise “learning for all” have become a cliché. utwhen a school staff ta!es that statement literally—when teachers view it as a pledge toensure the success of each student rather than as politically correct hyperbole—profound changes begin to ta!e place. The school staff finds itself as!ing, what schoolcharacteristics and practices have been most successful in helping all students achieveat high levels" #ow could we adopt those characteristics and practices in our ownschool" $hat commitments would we have to ma!e to one another to create such aschool" $hat indicators could we monitor to assess our progress" $hen the staff has

built shared !nowledge and found common ground on these %uestions, the school has asolid foundation for moving forward with its improvement initiative.

As the school moves forward, every professional in the building must engage withcolleagues in the ongoing e&ploration of three crucial %uestions that drive the wor! ofthose within a professional learning community'

• $hat do we want each student to learn"

• #ow will we !now when each student has learned it"

• #ow will we respond when a student e&periences difficulty in learning"

The answer to the third %uestion separates learning communities from traditionalschools.#ere is a scenario that plays out daily in traditional schools. A teacher teaches a unit tothe best of his or her ability, but at the conclusion of the unit some students have notmastered the essential outcomes. (n the one hand, the teacher would li!e to ta!e thetime to help those students. (n the other hand, the teacher feels compelled to moveforward to “cover” the course content. )f the teacher uses instructional time to assiststudents who have not learned, the progress of students who have mastered thecontent will suffer* if the teacher pushes on with new concepts, the struggling studentswill fall farther behind.

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IMPLEMENTATION STRATEGIES OF PROFESSIONAL LEARNING COMMUNITY

$hat typically happens in this situation" Almost invariably, the school leaves thesolution to the discretion of individual teachers, who vary widely in the ways they

respond. Some teachers conclude that the struggling students should transfer to a lessrigorous course or should be considered for special education. Some lower theire&pectations by adopting less challenging standards for subgroups of students withintheir classrooms. Some loo! for ways to assist the students before and after school.Some allow struggling students to fail.

$hen a school begins to function as a professional learning community, however,teachers become aware of the incongruity between their commitment to ensure learningfor all students and their lac! of a coordinated strategy to respond when some studentsdo not learn. The staff addresses this discrepancy by designing strategies to ensure thatstruggling students receive additional time and support, no matter who their teacher is.

)n addition to being systematic and schoolwide, the professional learning community+sresponse to students who e&perience difficulty is

• Timely . The school %uic!ly identifies students who need additional time and

support.

• Based on intervention rather than remediation. The plan provides students with

help as soon as they e&perience difficulty rather than relying on summer school,retention, and remedial courses.

• Directive. )nstead of inviting students to see! additional help, the systematic

plan requires students to devote e&tra time and receive additional assistance until theyhave mastered the necessary concepts.

The systematic, timely, and directive intervention program operating at Adlai Stevenson#igh School in incolnshire, )llinois, provides an e&cellent e&ample. -very three wee!s,every student receives a progress report. $ithin the first month of school, new studentsdiscover that if they are not doing well in a class, they will receive a wide array ofimmediate interventions. irst, the teacher, counselor, and faculty advisor each tal! withthe student individually to help resolve the problem. The school also notifies thestudent+s parents about the concern. )n addition, the school offers the struggling studenta pass from study hall to a school tutoring center to get additional help in the course. Anolder student mentor, in con/unction with the struggling student+s advisor, helps thestudent with homewor! during the student+s daily advisory period.

Any student who continues to fall short of e&pectations at the end of si& wee!s despitethese interventions is re%uired, rather than invited, to attend tutoring sessions during thestudy hall period. 0ounselors begin to ma!e wee!ly chec!s on the struggling student+sprogress. )f tutoring fails to bring about improvement within the ne&t si& wee!s, thestudent is assigned to a daily guided study hall with 12 or fewer students. The guidedstudy hall supervisor communicates with classroom teachers to learn e&actly whathomewor! each student needs to complete and monitors the completion of thathomewor!. 3arents attend a meeting at the school at which the student, parents,

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counselor, and classroom teacher must sign a contract clarifying what each party will doto help the student meet the standards for the course.Stevenson #igh School serves more than 4,222 students. 5et this school has found away to monitor each student+s learning on a timely basis and to ensure that everystudent who e&periences academic difficulty will receive e&tra time and support for

learning.i!e Stevenson, schools that are truly committed to the concept of learning for eachstudent will stop sub/ecting struggling students to a hapha6ard education lottery. Theseschools will guarantee that each student receives whatever additional support he or sheneeds.

SMK PUTRAJAYA PRESINT 11(2)PROFESSIONAL LEARNING COMMUNITY 2015

SUGGESTED ACTIVITIES

ased on this concept, during the 1st Engish Language !e"art#ent Meeting $%1&,

the -nglish anguage 3anel was granted a t'( )ree "eri(ds e*er+ Wednesda+,-.&%a# / 1%.1%a#0 to implement various activities planned.7nder the guidance of S)S08 officer from State9s -ducational :epartment 3n Asmahinti Abu #ad6im, the activities planned are as follows'

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:)->-;T)AT- T-A0#);< G -A>;);< ?(:7-E4. S#A>);< -ST 3>A0T)0-S ); 0ASS>((? @>--0T G -=A7AT-E

I. A0T)(; >-S-A>0# @ST7:-;T S7>=-5 T((E

J. -;<)S# A;<7A<- ?(;T#$--C 3>(<>A??-

K. 0(BA0A:-?)0 -;<)S# A;<7A<- 3>(<>A??-

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IMPACT IN FOCUS

A Cuture () C(a(rati(n

-ducators who are building a professional learning community recogni6e that they mustwor! together to achieve their collective purpose of learning for all. Therefore, theycreate structures to promote a collaborative culture.:espite compelling evidence indicating that wor!ing collaboratively represents bestpractice, teachers in many schools continue to wor! in isolation. -ven in schools thatendorse the idea of collaboration, the staff+s willingness to collaborate often stops at theclassroom door. Some school staffs e%uate the term “collaboration” with congenialityand focus on building group camaraderie. (ther staffs /oin forces to develop consensuson operational procedures, such as how they will respond to tardiness or superviserecess. Still others organi6e themselves into committees to oversee different facets ofthe school+s operation, such as discipline, technology, and social climate. Although eachof these activities can serve a useful purpose, none represents the !ind of professionaldialogue that can transform a school into a professional learning community.The powerful collaboration that characteri6es professional learning communities is asystematic process in which teachers wor! together to analy6e and improve theirclassroom practice. Teachers wor! in teams, engaging in an ongoing cycle of %uestionsthat promote deep team learning. This process, in turn, leads to higher levels of studentachievement.

C(a(rating )(r S2h(( I#"r(*e#ent

Pr()essi(na Learning C(##unit+ 'ith neigh(uring s2h((s

0ollaborative conversations call on team members to ma!e public what has traditionallybeen private—goals, strategies, materials, pacing, %uestions, concerns, and results.These discussions give every teacher someone to turn to and tal! to, and they aree&plicitly structured to improve the classroom practice of teachers—individually andcollectively.or teachers to participate in such a powerful process, the school must ensure that

everyone belongs to a team that focuses on student learning. -ach team must havetime to meet during the wor!day and throughout the school year. Teams must focustheir efforts on crucial %uestions related to learning and generate products that reflectthat focus, such as lists of essential outcomes, different !inds of assessment, analysesof student achievement, and strategies for improving results. Teams must developnorms or protocols to clarify e&pectations regarding roles, responsibilities, andrelationships among team members. Teams must adopt student achievement goalslin!ed with school and district goals.

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There)(re the Engish Language "ane () SMK Putra3a+a Presint 11,$0 are "r(udt( ann(un2e a "r()essi(na in4age 'ith SMK Aga#a Putra3a+a5 (ur ne6t d((rneigh(r. The EL tea2hers )r(# their "ane '(ud as( 2(ntriute (r "arti2i"ate in(ur enisted (r suggested "r(gra##es thus i#"r(*ing the e))i2ien2+ (r thetargeted resuts () this "arti2uar "r(gra##e.

Re#(*ing 7arriers t( Su22ess ,A Su22ess Criteria0

or meaningful collaboration to occur, a number of things must also stop happening.Schools must stop pretending that merely presenting teachers with state standards ordistrict curriculum guides will guarantee that all students have access to a commoncurriculum. -ven school districts that devote tremendous time and energy to designingthe intended curriculum often pay little attention to the implemented curriculum @whatteachers actually teachE and even less to the attained curriculum @what students learnE@?ar6ano, F22DE. Schools must also give teachers time to analy6e and discuss stateand district curriculum documents. ?ore important, teacher conversations must %uic!lymove beyond “$hat are we e&pected to teach"” to “#ow will we !now when each

student has learned"”)n addition, faculties must stop ma!ing e&cuses for failing to collaborate. ew educatorspublicly assert that wor!ing in isolation is the best strategy for improving schools.)nstead, they give reasons why it is impossible for them to wor! together' “$e /ust can+tfind the time.” “;ot everyone on the staff has endorsed the idea.” “$e need moretraining in collaboration.” ut the number of schools that have created truly collaborativecultures proves that such barriers are not insurmountable. As >oland arth @1LL1Ewrote,Are teachers and administrators willing to accept the fact that they are part of theproblem" . . . <od didn+t create selfBcontained classrooms, I2Bminute periods, andsub/ects taught in isolation. $e did—because we find wor!ing alone safer than andpreferable to wor!ing together. @pp. 1FJH1FKE

)n the final analysis, building the collaborative culture of a professional learningcommunity is a %uestion of will. A group of staff members who are determined to wor!together will find a way.

A F(2us (n Resuts

3rofessional learning communities /udge their effectiveness on the basis of results.$or!ing together to improve student achievement becomes the routine wor! ofeveryone in the school. -very teacher team participates in an ongoing process ofidentifying the current level of student achievement, establishing a goal to improve thecurrent level, wor!ing together to achieve that goal, and providing periodic evidence ofprogress. The focus of team goals shifts. Such goals as “$e will adopt the Munior <reat

oo!s program” or “$e will create three new labs for our science course” give way to“$e will increase the percentage of students who meet the state standard in languagearts from ND percent to L2 percent” or “$e will reduce the failure rate in our course byI2 percent.”$hen teacher teams develop common formative assessments throughout the schoolyear, each teacher can identify how his or her students performed on each s!illcompared with other students. )ndividual teachers can call on their team colleagues to

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help them reflect on areas of concern. -ach teacher has access to the ideas, materials,strategies, and talents of the entire team.

-ducators who focus on results must also stop limiting improvement goals to factorsoutside the classroom, such as student discipline and staff morale, and shift theirattention to goals that focus on student learning. They must stop assessing their owneffectiveness on the basis of how busy they are or how many new initiatives they havelaunched and begin instead to as!, “#ave we made progress on the goals that are mostimportant to us"” -ducators must stop wor!ing in isolation and hoarding their ideas,materials, and strategies and begin to wor! together to meet the needs of all students.

8ard W(r4 and C(##it#ent

-ven the grandest design eventually translates into hard wor!. The professionallearning community model is a grand design—a powerful new way of wor!ing togetherthat profoundly affects the practices of schooling. ut initiating and sustaining theconcept re%uires hard wor!. )t re%uires the school staff to focus on learning rather thanteaching, wor! collaboratively on matters related to learning, and hold itself accountablefor the !ind of results that fuel continual improvement.$hen educators do the hard wor! necessary to implement these principles, theircollective ability to help all students learn will rise. )f they fail to demonstrate thediscipline to initiate and sustain this wor!, then their school is unli!ely to become more

effective, even if those within it claim to be a professional learning community. The riseor fall of the professional learning community concept depends not on the merits of theconcept itself, but on the most important element in the improvement of any school—thecommitment and persistence of the educators within it.

EN! NOTE

#opefully the implementation strategies would successfully achieve the targeted resultof the 30 programme and manage the develop the use of the -nglish anguage inS?C 3utra/aya 3resint 11@FE as being called to action in the ???) 3olicy of ?inistryof -ducation, ?alaysia.

Re)eren2es

arth, >. @1LL1E. >estructuring schools' Some %uestions for teachers andprincipals. hi Delta !appan" #$@FE, 1FDH1FN.

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?ar6ano, >. @F22DE. %hat wor&s in schools' Translating research into action. Ale&andria, =A' AS0:.


PROFESSIONAL LEARNING COMMUNITY ORGANIZATION CHART

PRINCIPAL

PN AMINAH BT BADIUZZAMAN

ENGLISH LANGUAGE TEACHERS

PN ERNI IRAWATI BINTI ROSLI

PN ROOSLIZAL BINTI AHMAD ZUHDI

PN FATMAWATI BINTI SAHARIN

PN PAMINDAR KAUR A!P SURINDAR SINGH

PN ANIS SURIATI BINTI ANUAR

HEAD OF ENGLISH LANGUAGE PANEL

PN ROBIATUL ADAWIAH BINTI HAMZAH

EX- OFFICIOSISC+

PN ASMAH BT ABU

HADZIM

HEAD OF DEPARTMENT

PN NOR AIZAH BT ISMAIL

SENIOR ASSISTANT OF ACADEMIC

PN ABIDAH BT SIDEK



Pro!""#o$%& L!%r$#$' Co$#* ,or#$' F&o. C/%r*

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MEET$

STRATEGY

#RESEARC

HMETHODS$

IMPLEMEN

T

#MODULES$

ASSESSME

NT

#DATAANALYSIS$

REFLECT

#E%ALUATE

DATA$


11(2)PLC TEAM ,ORKING FLO, CHART

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ISSUE

#ELS MEET$

STRATEGY

#DISCUSSWAYS TO

O%ERCOME$

IMPLEMENT

#CREATEAWARENESS!

ONLINECOMMUNITY$

ASSESSMENT

#SUR%EY!

FEEDBACK$

REFLECT

#E%ALUATE$


STUDENT LEARNING COMMUNITY 11(2)SLC I.S.I.A.R IMPACT REPRESENTATIVES

(ENGLISH LANGUAGE SOCIETY MEM0ERS)

I.S.I.A.R IMPACT

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PREPARED BY' CHECKED BY'

((((((((((((((((((((((((((((( (((((((((((((((((((((((( #ROBIATUL ‘ADAWIAH BT HAMZAH$ #PN NOR AIZAH BTISMAIL$HEAD OF ENGLISH LANGUAGE PANEL HEAD OF LANGUAGEDEPARTMENT

%ERIFIED BY' %ERIFIED BY'

((((((((((((((((((((((((((( ((((((((((((((((((((((((((

#PN ABIDAH BT SIDEK$ #PN AMINAH BTBADIUZZAMAN$SENIOR ASSISTANT OF ACADEMIC PRINCIPAL

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el paperwork 2015

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