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Learning Communities Fuel Professional Development in Nevada

This research highlights the effectiveness of various models of professional development (PD) in Nevada, emphasizing the importance of high-quality content, collective participation, active learning, and reflective practice. The study explores job-embedded PD, reflective practice, and learning communities as effective approaches.

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Learning Communities Fuel Professional Development in Nevada

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  1. Learning Communities Fuel Professional Development in NevadaMPAEA 2009Sharyn Yanoshak, Teri Zutter, Claudia Bianca-DeBay, Sally Schumacher

  2. Research indicates … ALL models and types of PD are useful if they include: high quality content duration collective participation active learning

  3. Reform types of PD • Based on reflective, collaborative models • On-the-job or embedded • Happen during class or within context of the program • Produce better results because intense and sustained (Garet, Smith et al)

  4. Reflective Practice • Teachers encouraged to become reflective practitioners • Critically analyze their own beliefs about teaching and learning • Take full responsibility for their actions in the classroom • Continuously improve their practice • E.g., action research, journals, teacher development groups

  5. Job-embedded or site-based • Teachers from the same program come together in a group and look at a particular topic of interest over time • Focused on student learning

  6. Learning Communities (NSDC) • Ongoing teams • Meet on a regular basis for the purposes of learning, joint lesson planning, and problem solving • Committed to continuous improvement and experimentation and engaging members in improving their daily work • Members take collective responsibility for the learning of all students they represent

  7. Learning Communities (Hargreave) Teachers work together • around a common mission • employ a clear plan • make intelligent use of evidence to pinpoint areas of needed intervention in order to enhance learning and raise achievement for all students

  8. Learning Communities in NV • Small groups of like-minded teachers meet over time • Meet initially with facilitator to review evidence and determine what to work on • Develop plan of action • Use various methods to meet and to work

  9. How they are working • Teri Zutter: GED instructors (online community) • Claudia Bianca-DeBay: ESL communities • Sally Schumacher: Site administrator’s “take”

  10. Helpful References (1) • National Staff Development Council Standards: www.nsdc.org/standards/ learningcommunities.cfm • CAELA framework for quality ESL Professional Development www.cal.org/caelanetwork/

  11. Helpful References (2) • Reflective Practice in the Professional Development of Teachers of Adult English Language Learners, Thomas S. C. Farrell, Brock University, Ontario, CanadaOctober 2008 http://www.cal.org/caelanetwork/pd_resources/reflectivepractice.html

  12. Contact Info • Sharyn Yanoshak 702/253-6280 saylv@cox.net • Claudia Bianca DeBay 775/824-8604 cdebay@tmcc.edu • Teri Zutter 775/445-4453 tzutter@wnc.edu • Sally Schumacher 775/623-1811 • sallys@gwmail.gbcnv.edu

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