The way that job embedded learning is utilized, is to give teachers actionable steps they can use on a daily basis to improve quality. Inside the library and media center, these principles are used for working with educators in achieving these goals. This is the point that communication increases and the overall quality of learning comprehension improves. ("Job Embedded Learning," 2012)

Two possible strategies that should be offered to administrators include: the use of study groups and having students keep reflective logs. The use of study groups is when educators will form different consortiums to examine and study the scope of the problem. This helps to improve professional development by having everyone focus on addressing the root causes through: taking into account different viewpoints. Having students keep reflective logs is when, they will write down the challenges they are facing on a daily basis in a log. This information is used by educators, to determine the individual learning style and how to adjust to specific issues impacting students. ("Job Embedded Learning," 2012)

These strategies will help to improve job-embedded learning by giving teachers a way of evaluating when there are problems. This is accomplished through groups identifying and discussing how these issues can be addressed. At the same time, the student is illustrating specific areas that need to be covered. During the course of the school day, these ideas can be implemented into the practices that the educator is using. The reason why these two areas were chosen is because they are providing a way of identifying the problem and how to adjust. This is when educators can begin using specific tools to address these challenges inside the classroom. ("Job Embedded Learning," 2012)

Task 5

What is the purpose of the Four Corners strategy? How could it be used in a classroom? How could it be used in a professional development setting? Conceptualize and summarize how the Four Corners strategy may be used to develop a concept of interest to you, keeping in mind an intended audience (i.e. students or colleagues).

The purpose of the Four Corners Strategy is supposed to encourage discussions about a range of controversial topics inside the classroom. The way it is used is, to spark critical thinking in students about a host of concepts. In a professional development setting, this could identify reasons for staff resistance to change and what issues are most important to everyone. (Schonner, 2012)

The way that this strategy can develop teacher training is to provide a basic foundation...

This is when everyone is quietly listening to the ideas of different staff members and what they think should take place. At which point, those concepts that can help to improve training will be implemented into the plan.
This is establishing strong leadership by valuing and respecting everyone's opinions. While at the same time, it is creating support (among the staff) by taking different viewpoints into account. If this kind of approach is used, it will implement a major change in teacher motivation by: providing them with strategies for reaching to students and other staff members. In many ways, one could argue that this one of the reason why most schools are performing so poorly. As educators have no way of improving their techniques and they are receiving no support for their activities. This causes many to become frustrated with process and give up. This approach will directly address the main reasons why this is happening. (Schonner, 2012)

These elements are important, in showing how this basic strategy will create less resistance to changes inside the organization. This is when many of the key issues can be addressed and the overall amounts of learning comprehension will increase. It is at this point, that the educational environment will be more conducive for students and educators. Over the long-term, this improves professionalism and the quality of education that is being provided. (Schonner, 2012)

References

Building School Capacity. (n.d.)

Differentiated Instruction. (2005). Teaching Today. Retrieved from: http://www.glencoe.com/sec/teachingtoday/subject/di_meeting.phtml

Job Embedded Learning. (2012). E-Lead. Retrieved from: http://www.e-lead.org/resources/resources.asp?ResourceID=15

The Professional Development of Teachers. (2009). OECD. Retrieved from: http://www.oecd.org/dataoecd/31/51/43541636.pdf

Professional Learning Communities. (2006). Teaching Today. Retrieved from: http://teachingtoday.glencoe.com/howtoarticles/professional-learning-communities-hold-promise-for-schools

Transforming a School into a Professional Learning Community. (2010). Teacher Tube. Retrieved from: http://www.teachertube.com/viewVideo.php?video_id=1281&title

Craig, J. (2011). Professional Development. Virginia Tech. Retrieved from: http://scholar.lib.vt.edu/theses/available/etd-03202011-093016/unrestricted/Bizzell_BE_D_2011.pdf

Gamble, J. (2008). Professional Learning Communities. Social Library Media Activities, 14, 17.

Schonner, a. (2011). Four Corners Teaching Strategy. E How. Retrieved from: http://www.ehow.com/way_5809507_four-corners-teaching-strategy.html

Tobia, E. (1997). Professional Learning Communities. SEDL. Retrieved from: http://www.sedl.org/change/issues/issues61.html