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It is hard to make too much out of the importance of collaborative teams in the improvement process. It is just as important, though, to highlight that collaboration does not lead to better results unless people are paying attention to the right issues. Collaboration is a means to an end, not the end itself. In a lot of schools, staff members are willing to work together on a diversity of themes as long as the focus of the discussion stops at their classroom door. "In a PLC, collaboration represents a systematic process in which teachers work together interdependently in order to impact their classroom practice in ways that will lead to better results for their students, for their team, and for their school" (About PLCs, n.d.).
The trend toward establishing professional learning communities in schools has not been without its struggles. Everyone from grade level teams to state departments of education is framing their work in terms of professional learning communities. Yet, using the term PLC does not demonstrate that a learning community does, in fact, exist. In order to prevent the PLC model from the same dismal fate as other well intentioned...
Ultimately, however, educators must critically examine the results of their efforts in terms of student achievement. To demonstrate results professional learning communities must be able to articulate their outcomes in terms of data that indicate changed teaching practices and improved student learning, something they have not yet established as common practice (Vescio, Ross & Adams, 2006).
References
About PLCs. (n.d.). Retrieved from http://www.allthingsplc.info/about/aboutPLC.php
Professional Learning Communities. (2009). Retreived from http://www.centerforcsri.org/plc/program.html
The 3 Big Ideas. (2010). Retrieved from http://www.academyofsingaporeteachers.moe.gov.sg/cos/o.x?c=/ast/pagetree&func=v iew&rid=1069406
Vescio, V., Ross, D. & Adams, a. (2006). A review of research on professional learning communities: What do we know? Retrieved from http://www.nsrfharmony.org/research.vescio_ross_adams.pdf
Feedback should also inform the planning of subsequent lessons and activities and come from a variety of perspectives including the student, classmates, and the teacher (Kirkwood, 2000). Problems with this method of instruction occur when expectations are unclear or feedback is ambiguous, sporadic, or overly negative. Classroom behavioral norms must be established and respected. Care must also be taken to protect and support students from undue ridicule and criticism in
With the conceptual tools offered by psychology, we now can, for instance, more readily investigate the effects of mistreatment on children's development. My concern regarding the general disharmony of the relationship between adult and child stems from the awareness that we adults have the inclination to view the child as grossly inadequate. In our misguided efforts to help them, we downplay the significance of what the children themselves find applicable
PLC'S: TEACHERS, SCHOOLS, & CULTURES Teaching Methods PLC's Teachers, Schools, & Cultures PLC's: Teachers, Schools, & Cultures The PLC story that I choose for this paper is "Winning Streaks" by the principal of Washington Elementary School in Vancouver, WA. I chose this story because I appreciated the gradual change and progress that this school saw. Some of the most valuable excerpts of this story had to do with the struggles and the dedication of
The primary focus is therefore on hearing and speaking, while reading forms a part of the advanced stages of this approach. While the direct approach might be somewhat daunting for the introductory language student, culture is an aspect that makes language teaching meaningful and enjoyable. This aspect can therefore be included at all stages of the learning process. The Reading Approach This approach, as its name suggests, focuses mainly on reading, grammar
(Fletcher & Crochiere, 2004) Motivation to Learn Motivation to learn can be defined as the degree of cognitive effort invested to achieve educational goals (Li, 2003). It can also be understood as the degree of "seriousness" with which a student attempts to address the commitments and targets school with the purpose of: a) master the knowledge and skills rather than and get away with doing the minimum, b) clearly verify the
Teaching Reading in the Content Areas Reading of content area is observed to provide some gratifying instances and also capable of creating critical circumstances. Due emphasis is being laid on reading in the sphere of evaluation of the developed contents at state and federal levels. The teachers seem to come across varied theories and instructional approaches while attempting to include the content area matters in their teachings. All the numerous approaches