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A Paper Presentation for the “The school- a learning organization?” Radisson SAS Lillehammer Hotel

Improving Teachers’ Teaching Competencies and Student Learning through the Community of Practice ( CoP ). A Paper Presentation for the “The school- a learning organization?” Radisson SAS Lillehammer Hotel Lillehammer, Oslo, Norway April 7-8, 2008. SUSAN SORETA-COLLANO

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A Paper Presentation for the “The school- a learning organization?” Radisson SAS Lillehammer Hotel

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  1. Improving Teachers’ Teaching Competencies and Student Learning through the Community of Practice (CoP) A Paper Presentation for the “The school- a learning organization?” Radisson SAS Lillehammer Hotel Lillehammer, Oslo, Norway April 7-8, 2008 SUSAN SORETA-COLLANO Secondary School Principal GAINZA HIGH SCHOOL Gainza, Camarines Sur Philippines Presenter

  2. Learning Organization • One that provides continuous learning (Kerka, 1995) • One in which people at all levels, individually and collectively, are continually increasing their capacity to produce results they truly care about (Senge, 1990)

  3. ? What are the learning needs or weaknesses of Math and Science teachers? What intervention programs were introduced to address these needs? What activities or strategies were undertaken or used to operationalize this intervention program?

  4. 4. How did it help teachers overcome their learning needs and improve their teaching competencies? How did it help improve students’ learning? 5. Are there factors that facilitated or impeded the operationalization of the program?

  5. 1. Assess 2. Plan 4. Monitor 3.Implement 1. Assess 2. Plan 4. Monitor 3.Implement 1. Assess 2. Plan 4. Monitor 3.Implement The Learning Management Process (APIM)

  6. Self-Assessment Peer Monitoring Competency Progress Tracking The Learning Management Program Model* Planning the LEARNING MANAGEMENT PROGRAM (LMP) NEEDS ASSESSMENT M&E IMPLEMENTATION PDP- SH Target: Managerial Competencies & Instructional Leadership PDP- Teachers Target: Teaching Competencies Student Development Activities (SDA) Target: Learning Competencies FEEDBACK

  7. Methodology

  8. Learning Needs Non-mastery of topics/concepts Assessment and Evaluation Tool : Results of the First Periodical Exams

  9. Community of Practice (CoP) • A group of professionals/workers bound to one another based on common problems, and pursuit of solutions and thereby embodying a store of knowledge • A community of learners jointly committed to jointly develop better practices • Peter and Trudy Johnson-Lenz

  10. Team Teaching - Team Learning

  11. Activities (Teachers Professional Development) • Brainstorming Knowledge and Skills Sharing of expertise • Planning for their own learning Net surfing Sit-ins • Implementation Sharing educational trends & dev’t. Sharing of instructional materials Surfing the Internet Learning Action Cells sessions

  12. Student Development Activities Team Planning Team Teaching (Peer Tutorials) Science and Math encampment Science and Math quizzes Remedial and Enrichment sessions

  13. Heightened awareness of their inadequacies like the non-mastery of the topics/concepts • Increased awareness on the responsibility and accountability of students’ learning • Improvement in their generic and subject-specific competencies • Expanded possibilities for better learning

  14. Other Effects

  15. Shared responsibility • Shared teaching and learning • Leadership • Confidence • Improved academic performance

  16. 3-Year Division Achievement Test Results

  17. 3-Year Division Achievement Test Results

  18. 3-Year National Achievement Test Results

  19. Factors that facilitated • Instructional support/assistance • Motivation and inspiration • Teachers’ openness and willingness to improve • Facilitating the process for teachers and students • Monitoring of the school head • Overall goal of raising performance • Reward system

  20. Factors that hindered • Reluctance/hesitanceof other teachers to participate in the program • Less effort of students to profit from activities • Venue • Natural calamity • Lack of support from parents • Time

  21. Teachers who are subject area majors do have their learning needs and inadequacies • Teachers who learn how to identify their inadequacies and are open to improvement can manage their learning and get rid of their learning disabilities • CoP as a learning structure, is useful in addressing learning needs and in providing opportunities for continuous learning

  22. Activities and strategies that are learning-based and collaboratively set provide opportunities for oneself to manage his own learning. • Innovative programs focused on learning provide encouraging results in terms of improved teaching competencies and student learning. • Extending the structure to all or other groups of teachers and students would help lessen factors that hinder operationalization of the program and would serve as a means to sustain the program.

  23. Extend CoP to all groups of teachers and students • Create CoPs cutting across subject-area boundaries • Institutionalize the Learning Management Program in the school • Conduct further case studies/action researches as follow-ups • Publish and share the structure for other schools • Involve parents to generate more support

  24. Thank you! 1st Camarines Sur Educational Research Forum

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