http://www.mcte.org/BeachLA.pdf
Richard Beach, professor at University of Minnesota, writes about the effectiveness of Professional Development and incorporating the use of digital technologies and social networking to learn from other educators. One issue with Professional Development workshops is the lack of follow-through and follow-up. Teachers attend workshops and may or may not incorporate the ideas and knowledge gained in their classrooms. They may try an idea briefly and then revert back to their old ways and habits of teaching because it is familiar. Beach states that teachers can capitalize on the affordances of digital tools and social networking capabilities to collaborate, plan with, and learn from other teachers (Beach, 2012).
In the busy world of a teacher, it is difficult to find time to collaborate with other educators in extensive planning and developing of best practices. However, by making use of social networking in a PLC (DuFour, 2004) teachers can interact with their peers in planning, developing, examining and reflecting on their teaching practices and student achievement. Because PLCs depend upon regular interaction with colleagues, often
around shared lesson plans or student work, it makes sense to take advantage of online social networking’s great potential for facilitating such interaction (Beach, 2012). By subscribing to professional learning sites, blogs, wikis, Twitter, etc. teachers gain access to shared information and ideas instantly and conveniently. Online communities are not constrained by time thereby allowing members to move through periods of high to low activity over longer periods of time. To a teacher who must juggle work and personal commitments, this is an attractive feature (Duncan-Howell, 2010).
The face-to-face component of Professional Development is still a crucial aspect in effective PD and social networking is not a way to replace this way of learning. However, by using social network outlets, teachers can continue to follow-up and follow-through on the ideas and activities they have recently acquired no matter where they are or what time it is. In conclusion, creating an effective online PLC certainly requires more than simply sharing work online. It also requires extensive face-to-face social interaction complemented by the use of digital tools to do meaningful and important social work (Beach, 2010).
Beach, R. (2012). Can Online Communities Foster Proessional Development? Language Arts, 89(4), 256- 262
DuFour, R. (2004). What Is a "Professional Learning Community"? Educational Leadership, 61(8), 6-11
Duncan-Howell, J. (2010). Teachers making connections: Online communities as a source of professional learning. British Journal of Educational Technology, 41(2), 324-340. doi: 10.1111/j. 1467-8535.2009.00953.x
Saturday, December 7, 2013
Saturday, November 23, 2013
RSA #3 Factors that Promote Progression in Schools Functioning as Professional Learning Community
http://eric.ed.gov/?q=Professional+Learning+Communities&pr=on&ft=on&id=EJ990980
LeClerc, Moreau, DuMouchel and Sallafranque-St-Louis (2012) evaluates six elementary schools to find the factors that influence the progression of schools working as a PLC. These six schools have adopted DuFour's (2004) model of a Professional Learning Community and LeClerc, Moreau, DuMouchel and Sallafranque-St-Louis wanted to dig deeper to find out how student progression and various PLC factors linked together. They found that many factors influenced student growth, however, focused on the main four; time, support and follow-up, encouragement and involvement of teachers in the decision making process.
During this study the authors identified three stages of progression of schools working as a PLC. The first stage was the initiation stage where the day-to-day operations do not reflect the vision or priorities of the school. In this stage, teachers are not collaboration or sharing, there are conflicts among peers and the principal is the key decision maker. Second, there is the implementation stage. At this stage, the vision is clear and shared, collaboration is promoted, the principal shares the power and data is being used to measure the effectiveness of interventions. The final stage is the integration stage, this includes factors from the second stage but adds on that collaboration is not only promoted but encouraged and well-supported, the principal encourages leadership abilities and teachers consider collaborative meetings as a powerful tool to enhance instruction and students growth. (LeClerc, Moreau, DuMouchel and Sallafranque-St-Louis 2012)
The level of implementation does not only affect student progress but staff development, as well. Teachers within the integration stage will find engaging options for teacher development. This brings us to our topic of professional development in a PLC, educators will share their expertise amongst one another. This may be teachers observing other teachers, discussions with colleagues or taking a PD course through another institution. Bringing teachers to work together and learn from one another creates a certain capacity to establish sustainable changes; only this way can a school continue to improve. (LeClerc, Moreau, DuMouchel and Sallafranque-St-Louis 2012)
DuFour (2004) states that a group of staff members who are determined to work together will find a way. This aligns with stage 3's final idea of teachers using meetings as a powerful tool to achieve student success. With education, the relationship between teachers and other school professionals is a key element affecting student learning. (LeClerc, Moreau, DuMouchel and Sallafranque-St-Louis 2012) For a school working as a PLC it is important to remember that different stages of PLC implementation will affect student outcomes, however, once schools have reached that final stage than student achievement and growth are within reach.
LeClern, M., Moreau, A., DuMouchel, C., Sallafranque-St-Louis, F. (2012). Factors that Promote Progression in Schools Functioning as Professional Learning Community. International Journal of Education Policy and Leadership,7(7), 1-14.
DuFour, R. (2004). What Is a "Professional Learning Community"? Educational Leadership, 61(8), 6-11.
LeClerc, Moreau, DuMouchel and Sallafranque-St-Louis (2012) evaluates six elementary schools to find the factors that influence the progression of schools working as a PLC. These six schools have adopted DuFour's (2004) model of a Professional Learning Community and LeClerc, Moreau, DuMouchel and Sallafranque-St-Louis wanted to dig deeper to find out how student progression and various PLC factors linked together. They found that many factors influenced student growth, however, focused on the main four; time, support and follow-up, encouragement and involvement of teachers in the decision making process.
During this study the authors identified three stages of progression of schools working as a PLC. The first stage was the initiation stage where the day-to-day operations do not reflect the vision or priorities of the school. In this stage, teachers are not collaboration or sharing, there are conflicts among peers and the principal is the key decision maker. Second, there is the implementation stage. At this stage, the vision is clear and shared, collaboration is promoted, the principal shares the power and data is being used to measure the effectiveness of interventions. The final stage is the integration stage, this includes factors from the second stage but adds on that collaboration is not only promoted but encouraged and well-supported, the principal encourages leadership abilities and teachers consider collaborative meetings as a powerful tool to enhance instruction and students growth. (LeClerc, Moreau, DuMouchel and Sallafranque-St-Louis 2012)
The level of implementation does not only affect student progress but staff development, as well. Teachers within the integration stage will find engaging options for teacher development. This brings us to our topic of professional development in a PLC, educators will share their expertise amongst one another. This may be teachers observing other teachers, discussions with colleagues or taking a PD course through another institution. Bringing teachers to work together and learn from one another creates a certain capacity to establish sustainable changes; only this way can a school continue to improve. (LeClerc, Moreau, DuMouchel and Sallafranque-St-Louis 2012)
DuFour (2004) states that a group of staff members who are determined to work together will find a way. This aligns with stage 3's final idea of teachers using meetings as a powerful tool to achieve student success. With education, the relationship between teachers and other school professionals is a key element affecting student learning. (LeClerc, Moreau, DuMouchel and Sallafranque-St-Louis 2012) For a school working as a PLC it is important to remember that different stages of PLC implementation will affect student outcomes, however, once schools have reached that final stage than student achievement and growth are within reach.
LeClern, M., Moreau, A., DuMouchel, C., Sallafranque-St-Louis, F. (2012). Factors that Promote Progression in Schools Functioning as Professional Learning Community. International Journal of Education Policy and Leadership,7(7), 1-14.
DuFour, R. (2004). What Is a "Professional Learning Community"? Educational Leadership, 61(8), 6-11.
Sunday, November 10, 2013
RSA #2- Growing Schools: Effective Professional Development
http://content.ebscohost.com.cucproxy.cuchicago.edu/pdf29_30/pdf/2013/5AO/01Oct13/91262429.pdf?T=P&P=AN&K=91262429&S=R&D=tfh&EbscoContent=dGJyMNHr7ESep644zOX0OLCmr0ueqLBSsqq4TLKWxWXS&ContentCustomer=dGJyMPGuskm3qLFRuePfgeyx44Dt6fIA
Abilock, Harada and Fontichiaro (2013) discuss what professional development needs to be in order to be effective and relevant to teachers. The article starts out with a school librarian pitching an idea to her principal regarding teacher professional development opportunities and to her disappointment does not get much of a response from the principal. As it goes on, we find out that the teachers were viewing librarians PDs as overwhelming, she was telling them about various tools rather than understand what would actually be useful and beneficial to their classroom.
AERA (2005) states that teachers were more likely to change their instructional practices and gain greater subject knowledge and improved teaching skills when their professional development linked directly to their daily experiences and aligned with standards and assessments. This aligns with Abilock, Harada and Fontinchiaro's (2013) findings that professional development should be learner-focused so that teachers find it relevant to what they are doing in the classroom. Teachers are more likely to use the tools given to them if they are presented with ways to sustainably use them in the classroom long after the professional development is over.
Overall, the importance of professional development is to improve student achievement and it is important for the developer of the professional development to keep in mind the teachers' needs when presenting. ADDIE (Abilock, Harada and Fontichiaro) is an acronym which stands for Analysis: who are your learners and what are their needs; Design: based on the analysis what does your workshop need; Develop: plan the workshop to include handouts and activities; Implement: lead the workshop; and Evaluate: what can you take away from this workshop to improve future workshops. In order to use the PD to improve student achievement it is important that the workshop presents educators with tools that are sustainable and effective.
American Educational Research Association. (2005). Teaching teachers: Professional development to improve student achievement. Research Points,3(1), 1-4.
Abilock, D., Harada, V., Fontichiaro, K. (2013). Growing Schools: Effective Professional Development. Teacher Librarian,41(1), 8-13.
Abilock, Harada and Fontichiaro (2013) discuss what professional development needs to be in order to be effective and relevant to teachers. The article starts out with a school librarian pitching an idea to her principal regarding teacher professional development opportunities and to her disappointment does not get much of a response from the principal. As it goes on, we find out that the teachers were viewing librarians PDs as overwhelming, she was telling them about various tools rather than understand what would actually be useful and beneficial to their classroom.
AERA (2005) states that teachers were more likely to change their instructional practices and gain greater subject knowledge and improved teaching skills when their professional development linked directly to their daily experiences and aligned with standards and assessments. This aligns with Abilock, Harada and Fontinchiaro's (2013) findings that professional development should be learner-focused so that teachers find it relevant to what they are doing in the classroom. Teachers are more likely to use the tools given to them if they are presented with ways to sustainably use them in the classroom long after the professional development is over.
Overall, the importance of professional development is to improve student achievement and it is important for the developer of the professional development to keep in mind the teachers' needs when presenting. ADDIE (Abilock, Harada and Fontichiaro) is an acronym which stands for Analysis: who are your learners and what are their needs; Design: based on the analysis what does your workshop need; Develop: plan the workshop to include handouts and activities; Implement: lead the workshop; and Evaluate: what can you take away from this workshop to improve future workshops. In order to use the PD to improve student achievement it is important that the workshop presents educators with tools that are sustainable and effective.
American Educational Research Association. (2005). Teaching teachers: Professional development to improve student achievement. Research Points,3(1), 1-4.
Abilock, D., Harada, V., Fontichiaro, K. (2013). Growing Schools: Effective Professional Development. Teacher Librarian,41(1), 8-13.
Sunday, November 3, 2013
RSA # 1 How Do Principals Really Improve Schools?
http://web.ebscohost.com.cucproxy.cuchicago.edu/ehost/pdfviewer/pdfviewer?sid=e54c327d-bb3a-4694-8a01-3cda26088f37%40sessionmgr113&vid=5&hid=114
DuFour and Mattos (2013) explains the ineffectiveness of tougher teacher evaluations and the positive effect of Professional Learning Communities (PLC). The article mentions that the "Rise to the Top" initiative requires schools to use research-based strategies, however, the strategies that are being mandated have constantly proven to be ineffective. On the other hand, research has proven that PLC's are the way to improve student performance and achievement.
DuFour and Mattos (2013) discuss that teacher quality is one way to improve student achievement but that comes with tougher teacher evaluations, however, in order for teacher evaluations to be effective two conditions must exist but rarely do. The first is that educators need to know how to improve student learning but have not been sufficiently motivated to do so. The second is that principals must have the time and expertise to improve teacher's professional practice by observing that teacher in the classroom. The article also discusses that merit pay is not necessarily helpful considering that many educators already work tirelessly and wholeheartedly for the success of their students and then continues to question if a principal's observations improve teaching practices.
Finally, DuFour and Mattos stress the importance and proven success of PLCs. If principals want to improve student achievement in their school, rather than focus on the individual inspection of teaching, they must focus on the collective analysis of evidence of student learning. This brings the focus back to this week's module regarding the importance of the Professional Learning Community. The success of the PLC model is only effective if implemented and used correctly. Educators can make excuses for low student achievement rather than developing strategies to improve student learning. Teams can concentrate on matters unrelated to student learning. Getting along can be a greater priority than getting results (DuFour, 2011). All of these factors important when is come to the PLC concept, however, if done right schools should see the achievement gap begin to close.
DuFour, R., Mattos, M. (2013). How Do Principals Really Improve Schools?. Educational Leadership, 70(7), 34-40
DuFour, R.(2011). Work Together But Only If You Want To. Kappanmagazine.org, 92(N5), 61
DuFour and Mattos (2013) explains the ineffectiveness of tougher teacher evaluations and the positive effect of Professional Learning Communities (PLC). The article mentions that the "Rise to the Top" initiative requires schools to use research-based strategies, however, the strategies that are being mandated have constantly proven to be ineffective. On the other hand, research has proven that PLC's are the way to improve student performance and achievement.
DuFour and Mattos (2013) discuss that teacher quality is one way to improve student achievement but that comes with tougher teacher evaluations, however, in order for teacher evaluations to be effective two conditions must exist but rarely do. The first is that educators need to know how to improve student learning but have not been sufficiently motivated to do so. The second is that principals must have the time and expertise to improve teacher's professional practice by observing that teacher in the classroom. The article also discusses that merit pay is not necessarily helpful considering that many educators already work tirelessly and wholeheartedly for the success of their students and then continues to question if a principal's observations improve teaching practices.
Finally, DuFour and Mattos stress the importance and proven success of PLCs. If principals want to improve student achievement in their school, rather than focus on the individual inspection of teaching, they must focus on the collective analysis of evidence of student learning. This brings the focus back to this week's module regarding the importance of the Professional Learning Community. The success of the PLC model is only effective if implemented and used correctly. Educators can make excuses for low student achievement rather than developing strategies to improve student learning. Teams can concentrate on matters unrelated to student learning. Getting along can be a greater priority than getting results (DuFour, 2011). All of these factors important when is come to the PLC concept, however, if done right schools should see the achievement gap begin to close.
DuFour, R., Mattos, M. (2013). How Do Principals Really Improve Schools?. Educational Leadership, 70(7), 34-40
DuFour, R.(2011). Work Together But Only If You Want To. Kappanmagazine.org, 92(N5), 61
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