1 / 12

Why professional learning communities?

Why professional learning communities?. Using PLCs Outcomes for Teachers:. COLLABORATION. “…a collection of superstar teachers working in isolation cannot produce the same results as interdependent colleagues who share and develop professional practices together.”.

nevada-meyer
Download Presentation

Why professional learning communities?

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Why professional learning communities?

  2. Using PLCsOutcomes for Teachers:

  3. COLLABORATION “…a collection of superstar teachers working in isolation cannot produce the same results as interdependent colleagues who share and develop professional practices together.”

  4. “…learning and change is intensely interpersonal.”(People getting smart together) Collaboration: • Sharing expertise and perspectives on teaching and learning • Examining data about students • Shared responsibility and mutual support for effective instruction

  5. There is no such thing as group behavior. All “group behavior” results from the decisions and actions of individuals.

  6. “The most important learning occurs through relationships in community”

  7. “Teachers need instruction in building a professional community to replace the isolation that has been the norm for most teachers.” Ann Healy-Raymond, Professional Development Specialist

  8. “…it is dangerous and often counterproductive to put adults in a room without frameworks and tools for skilled interaction.”The Adaptive School; Garmston & Wellman

  9. “Communication leads to community, that is to understanding, intimacy and mutual valuing.” – Rollo May in Leading Every Day

  10. “Any group that is too busy to reflect on its work is too busy to improve.” Two Important Things: • That we talk: professionals who are charged with preparing students to be successful collaborative citizens should themselves use the rich resources offered by true collegiality. • How we talk: it influences the personal and collective satisfaction that motivates us to effectively talk together in our schools.

  11. Resources • http://www.adaptiveschools.com/asbooks.htm • Adaptive Schools BooksThe Adaptive School: A Sourcebook for Developing Collaborative Groups by Robert Garmston and Bruce Wellman. Christopher Gordon Publisher, Norwood, MA. Telephone: 800- 934-8322. The Adaptive School: Developing and Facilitating Collaborative Groups Syllabus by Robert Garmston and Bruce Wellman. Christopher Gordon Publisher, Norwood, MA. Telephone: 800- 934-8322.The Presenters Fieldbook: A Practical Guide by Robert Garmston. Christopher Gordon Publisher. Norwood, MA. Telephone: 800- 934-8322.  • Collins, Jannette. (2004). Education Techniques for Lifelong Learning: Principles of Adult Learning. Available at: • http://radiographics.rsnajnls.org/cgi/content/full/24/5/1483 • Garmston, Robert J., and Bruce M. Wellman. (1992). How to make Presentations that Teach and Transform. Alexandria, Virginia: Association for Supervision and Curriculum Development. • Goodlad, John. Principles of Adult Learning. Available at: • http://www.teachermentors.com/RSOD%20Site/StaffDev/adultLrng.HTML

  12. 4 May LCF DATA (N= 61 Teachers overall) Using the scale below (1 = no connection, 4 = strong connection) describe the strength of the professional connections you made as a consequence of the LCFs and the DAP planning sessions at the LCFs.

More Related