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The Study of Process and Effect of the Implementation of A Professional Learning Community ： A Case Study of a Taipei Senior High School By Shu -li Wang 9/9/2011. Preface.
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The Study of Process and Effect of the Implementation of A Professional Learning Community：A Case Study of a Taipei Senior High SchoolBy Shu-li Wang9/9/2011
Preface • In the U.S.A, teacher staff development has its roots in the late 1950s and early1960s when Congress passed the National Defense and Education Act (NDEA)in response to Soviet launch of Sputnik. • In Taiwan, professional learning community (PLC) is promoted in recent years, mostly focusing on professional development.
The teachers present a positive perception of PLC functions. • Teachers’ professional learning communites have high, positive degree on teacher’s professional development.
Purpose • The main purpose of this study is to explore the process of implementation of the professional learningcommunity. • A second purpose was to analyze the effect of the integrated network curriculum developed by the members of the professional learning community.
Approach This study utilized a case study format and focused on a senior high school that debuting the professional learning community, formed by six different disciplines of teachers.
Methodology In addition, the researcher will use an electronic survey online designed to gather data to examine the perceptions and effectiveness of the participants of the course on the Facebook platform.
Why do we decide to form a PLC • We believe that professional learning communities provide a fundamentally different and promising way to think about how teachers can strength their practice and improve their capability in support of student learning.
Offer an environment where new ideas and strategies emerge, take root, and expand, and competence can truly be cultivated and nurtured.
What is about our PLC • Our community takes hold within the school, including a mix of people from multiple backgrounds and disciplines. • This community is functional in the entire 2011. • The commitment of the PLC is to develop a new combination curriculum of humanities and science.
Members of PLC (including teachers of Chinese literature、History 、Career Guidanceand Computer Science
Friendly and happy atmosphere activates the relationship and learning motivation within members
How do we operate the PLC • This community was limited in size of 6-8 volunteer members who met for about 2-3 hours at least once a month. • The discussing topic and assignment for every meeting was set in advance. • Teachers in this community embrace the goal of reaching every student and realize that they would be “changing practices to match students’ learning style, that is, from chalkboard instruction to internet interaction.
Why do we choose Facebook as the expanded interface • Technology is increasingly utilized to mediate our lives and experiences. There are a growing number of technologically mediated forums, as unique sites of learning. • Amongst middle school students, the popularity of online social networking sites makes them an ideal forum for learners to engage and connect with one another.
Today, Facebook stands as one of the most popular online social networking sites utilized by high school and college students. • Users can also network through jointing groups based on mutual interests. Groups exist, for example, that gather individuals into communities based on common interests in everything from food to academic subjects.
Why do we choose the books of Tung-po Su & Ching Chao Lei • These two poet are famous and their poetry are selected for high school Chinese and History textbooks. • The life of these two poet is very dynamic, representing the Song dynasty transition from North Song to South Song. • Both of them are discussed about their career, their marriage, and their personal traits and achievements.
The process of implementation First conversation ：The advisor of the PLC, Dr. Ding gives an address to the PLC
The materials for the second conversation： a periodical magazine about PLC
Reflective feedback • I am confident in learning improvement using Facebook. The integrated curriculum are helpful for teacher development and student learning.
I afford opportunities for engagement in joint work, critical reflection, and problem slovingthat are aimed at individuality, collectiveness, schoolwide improvements in curriculum, instruction, and organization.
The community leads me to a transformation in teacher identity, moving from seeing myself as “just a teacher” to being part of a larger community where new practices are constantly being created and learned rather than fixed curriculum.
Through website sharing, recording of thinking process and conversation, I understand there is no boundaries for knowledge. Therefore, I have to be more humble.
We focus on the poetry of Su, Tung-poin this meeting. The leader of this meeting is excellent, and the partners have great sharing. Therefore, I had a wonderful experience about PLC. I have a deep understanding about the role of a teacher who should be a student to learn forever.
Through the dialogue from different disciplines of teachers, literature analysis was discussed from diverse aspects.
Preliminary conclusion of reflective feedback • The integrated curriculum design capability was improved through PLC discussion • The PLC strengthens the relationship of menbers • Sharing within teachers is meaningful and important
Findings • The process of the implementation of the PLC consists of forming, developing and assessment phases. • PLC helps teachers to improve professional development abilities.
The key factors to achieve effectiveness and success for a PLC are relationship, involvement and individual professional abilities of the members. • The integrated curriculum on Facebook motivates the participants to learn and expand their diverse viewpoints.
Recommendations The recommendations improving the effectiveness of PLC are the support of school administration and the funds coming from the educational authorities.
