Why professional learning communities?
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Post on 12-Jan-2016
DESCRIPTIONWhy professional learning communities?. Using PLCs Outcomes for Teachers:. COLLABORATION. a collection of superstar teachers working in isolation cannot produce the same results as interdependent colleagues who share and develop professional practices together.. - PowerPoint PPT Presentation
<ul><li><p>Why professional learning communities?</p></li><li><p>Using PLCs Outcomes for Teachers: </p></li><li><p>COLLABORATIONa collection of superstar teachers working in isolation cannot produce the same results as interdependent colleagues who share and develop professional practices together.</p></li><li><p>learning and change is intensely interpersonal.(People getting smart together)</p><p> Collaboration: Sharing expertise and perspectives on teaching and learning Examining data about students Shared responsibility and mutual support for effective instruction</p></li><li><p>There is no such thing as group behavior. All group behavior results from the decisions and actions of individuals. </p></li><li><p>The most important learning occurs through relationships in community</p></li><li><p> Teachers need instruction in building a professional community to replace the isolation that has been the norm for most teachers. </p><p>Ann Healy-Raymond, Professional Development Specialist</p></li><li><p>it is dangerous and often counterproductive to put adults in a room without frameworks and tools for skilled interaction. The Adaptive School; Garmston & Wellman </p></li><li><p>Communication leads to community, that is to understanding, intimacy and mutual valuing. Rollo May in Leading Every Day</p></li><li><p>Any group that is too busy to reflect on its work is too busy to improve.Two Important Things:That we talk: professionals who are charged with preparing students to be successful collaborative citizens should themselves use the rich resources offered by true collegiality.How we talk: it influences the personal and collective satisfaction that motivates us to effectively talk together in our schools.</p></li><li><p>Resources</p><p>http://www.adaptiveschools.com/asbooks.htmAdaptive Schools Books The Adaptive School: A Sourcebook for Developing Collaborative Groups by Robert Garmston and Bruce Wellman. Christopher Gordon Publisher, Norwood, MA. Telephone: 800- 934-8322. The Adaptive School: Developing and Facilitating Collaborative Groups Syllabus by Robert Garmston and Bruce Wellman. Christopher Gordon Publisher, Norwood, MA. Telephone: 800- 934-8322.The Presenters Fieldbook: A Practical Guide by Robert Garmston. Christopher Gordon Publisher. Norwood, MA. Telephone: 800- 934-8322. Collins, Jannette. (2004). Education Techniques for Lifelong Learning: Principles of Adult Learning. Available at:http://radiographics.rsnajnls.org/cgi/content/full/24/5/1483Garmston, Robert J., and Bruce M. Wellman. (1992). How to make Presentations that Teach and Transform. Alexandria, Virginia: Association for Supervision and Curriculum Development.Goodlad, John. Principles of Adult Learning. Available at:http://www.teachermentors.com/RSOD%20Site/StaffDev/adultLrng.HTML </p></li><li><p>4 May LCF DATA (N= 61 Teachers overall)Using the scale below (1 = no connection, 4 = strong connection) describe the strength of the professional connections you made as a consequence of the LCFs and the DAP planning sessions at the LCFs. </p><p>Connections withNoConnection%%%Strong connection%NA%MeanNTeachers at my grade level or content area-163846-3.3056Teachers across grade levels or content areas-205228-3.0956Teachers at my school-23393443.1856Teachers at other schools220384023.2056A science specialist in my district7151618443.7655My principal1020442242.8755Other administrators (besides my principal)738351372.7654Higher education faculty2124421122.4953Teachers on Special Assignment (TOSA)224531742.9653Other----1004.003</p><p>Source: The Adaptive School: A Sourcebook for Developing Collaborative Groups. By Robert J. Garmston and Bruce M. Wellman. Christopger-Gordon Publishers, Inc.; 1999.Quote is from Chapter 4,Two Ways of talking that make a difference for student learning. p. 51 2nd paragraph.</p><p>Working on classroom practice together.</p><p>The Adaptive School p.18 C.2 The Importance of Professional CommunityCollaborationThis slide is a definition of collaboration for teachers.Use research (How People Learn) and talk about it putting research into practice. With emphasis on student leaning. Learning how to look at student work and learn from it.</p><p>Not contrived collegiality This kind of collaboration and collegiality is part of ones professional identity. It needs to structured, taught, and learnedCollaboration has a structure (form) that can be taught and must be learned and practiced to be effective.</p><p>Top quote is from Outlook March Vol 2 Issue 3, Ann Healy-Raymond article Developing Professional Learning Communities.Sentence proceeding quote is, The most important learning occurs through relationships in community.</p><p>The four group-member capabilities supply meta-cognitive and emotional filters for decisions, choices, and behaviors for the individual group member.Each group member must balance personal goals with collective goals, acquire resources for his or her own work, and share those resources to support the work of others.Clarity of intention in the moment and over time drives attention, which in turn drives the what and how of a group members meeting participation. It is the source of impulse control, patience, strategic listening, and strategic speaking.Two audiences for each member of a meeting: internal the feelings, pictures, and talk going on inside each individual. External-the other group members. Continually decide which one to serve.Self-assertion (I will stand up for my position) and integration (I will conform to the feelings of the group) are conscious choices only when group members have personal clarity about their own intentions and knowledge of and a willingness to support the groups outcomes and methods. In supporting the groups purposes, topics, processes and development, individual group members make a commitment to shared learning and to personal learning.Quote is Ann Healy-Raymond Outlook March, Vol 3 Issue 3 ESD 114Organizations have been training the wrong people.Instead of spending time and energy developing more skilled facilitators, the should develop group members skills as the way to improve practice and success. p. 37 Adaptive School</p><p>Ann Healy quote from March Outlook volume 2, Issue 3, Developing Professional Learning Communities</p><p>Thus the 4 individual member capabilities for each member and the 7 norms of collaboration for interactions to help build effective groups.We are involved in a dangerous work and need help.Goal- be effective and productive. Adaptive School p.60 and 61</p></li></ul>
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