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Principals are instrumental in sparking professional dialogue amongst teachers and encouraging critical self-reflection within the minds of individual teachers. All of these elements of reflection and reflexiveness are essential during staff meetings, for a true Professional Learning Community to function as it should.
A good principal is willing to provide an honest evaluation as to how the school is progressing in its mission and not allow the school's reputation to rest upon its past laurels. A principal functions as the strategic planner who determines the long-term goals of the school, and the short-term goals or benchmarks the school must reach to achieve those goals. By setting goals and helping generate a collective sense of mission for all persons at the school, principals create the necessary atmosphere at the school for more effective practices.
Principals also play an important role in facilitating professional development, as the ideal of teachers continuing to learn while they teach is a critical part of creating a Professional Learning Community. Principals...
A principal must be able to listen to the concerns of teachers, parents, and students, as well as provide guidance and mission and keep the goals of the school organization at the forefront of everyone's concern. The principal must thus be an extraordinary individual -- a person who can see the forest, or greater goals, without forgetting to tend the individual 'trees' or daily benchmarks and goals of professional student and teacher development.
Works Cited
Dufour, R, Eaker R.E., & Baker, R. (1998). Professional Learning Communities at Work, Best Practices for Enhancing Student Achievement. Alexandria: Solution Tree.
Works Cited
Dufour, R, Eaker R.E., & Baker, R. (1998). Professional Learning Communities at Work, Best Practices for Enhancing Student Achievement. Alexandria: Solution Tree.
Professional Learning Community within an Educational Context Peter Senge's learning community is one where all of the team members work together within in a fluid, supportive atmosphere that is future based and oriented around critical, open thinking. His five principles of learning communities are: Systems thinking -- namely seeing a problem in terms of its long-term holistic perspective and ramifications. Seeing different connections among the problem or studied material Personal mastery -- includes
Women in Film Noir Teaching is in many ways a solitary profession: A teacher in his or her own classroom spends hours in contact with students but often relatively little time talking to other teachers and educators. Administrators are also in many ways isolated from the teachers. Perhaps because of this fact, the administrators interviewed for this project emphasized the personal importance of collaboration with other members of the professional and
Leadership in Action My Thinking about Professional Development Talking about professional development has enabled me to rethink my definition of personal development by looking at it from a different angle. Reflecting back on my internship program, I have realized that my thinking of professional development has been transformed as occasioned by the different variables in the workplace. It continues to change as it encounters intense and competitive learning strategies that employees apply
Businesses are now pushing more so than ever before for schools and educators to adopt a community or learning community based approach to student education, in the hopes students will graduate with more applicable skill sets they can apply to the immediate global workplace. Where did they originate? Learning communities originated from "theory-drive evaluation" research focusing on school reform initiated by education policy specialists (Felner, et al., 1997:520). The idea was
Professional Learning Community"? Professional learning communities: Article review DuFour, R. What is a 'professional learning community?' Educational Leadership, 2004. A popular idea in the field of education today is the need to develop a 'professional learning community' of educators to facilitate the goals of the institution. One of the 'big ideas' of a professional learning community is the responsibility for educators to come together and to determine how students really learn and
They also agree on ways of scoring the tests. The assessments given are either e summative or formative (Gamble 2008. Teachers need to expand their instructional repertoire by getting to learn different classroom initiatives from other PLC members when responding question. The third element involves taking into consideration on how to respond if the students do not learn. PLC makes use of an 80% test score as an informal