1 / 7

Faculty as a Professional Learning Community (PLC):    Beginning the Journey

Faculty as a Professional Learning Community (PLC):    Beginning the Journey . Rabbi Chaim Hagler, Yeshivat Noam Peggy Kasloff, Denver Academy of Torah Maureen Mintz, South Area Solomon Schechter Day School Linda Stock, Yeshivat Noam NAJDSC Conference February 6-8, 2011. Goals .

gerald
Télécharger la présentation

Faculty as a Professional Learning Community (PLC):    Beginning the Journey

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. Faculty as a Professional Learning Community (PLC):   Beginning the Journey Rabbi Chaim Hagler, Yeshivat Noam Peggy Kasloff, Denver Academy of Torah Maureen Mintz, South Area Solomon Schechter Day School Linda Stock, Yeshivat Noam NAJDSC Conference February 6-8, 2011

  2. Goals • Understand PLCs: What and why important – culture, empowerment, cohesive, trust, self-directed learning. • Understand key variables important to PLC through hearing about case studies • Begin to think about how PLC may be applicable in my school utilizing a tool created for this purpose

  3. Agenda • Introduction • What are PLCs and What Do We Know About Them? Why are They Important? • Three Cases • Overview • Small group discussion • Self-Assessment Tool • Sharing in small groups • Learning Pane • Sharing and Wrap Up

  4. Six Elements of PLC The DuFour Model A focus on learning; A collaborative culture focused on learning for all; Collective inquiry into best practice; An action orientation (i.e., learning by doing); A commitment to continuous improvement; A focus on results.

  5. Research • When the quality of a teacher’s colleagues improves, the students of that teacher benefit. • A regression analysis provided evidence that students have larger achievement gains in reading and math when their teachers have more effective colleagues. The authors conclude that this offers substantive evidence that teachers learn from their higher quality peers, and that some teachers, particularly new teachers, are more likely to improve when their colleagues improve. • Teaching students and teaching each other: The importance of peer learning for teachers. American Economic Journal: Applied Economics   Volume: 1, Issue: 4, Page(s): 1-27 Publication Date: January 01, 2009. C. K. Jackson, E. Bruegmann • http://www.learningforward.org/evidence/search_results_details.cfm?id=111

  6. Outcomes For Teachers: USE DATA • reduction of isolation • increased commitment to the mission and goals of the school and increased vigor in working to strengthen the mission • shared responsibility for the total development of students and and collective responsibility for student success • powerful learning that defines good teaching and classroom practice and that creates new knowledge and beliefs about teaching and learning • increased meaning and understanding of the content that teachers teach and the roles they play in helping all students achieve expectations • more satisfaction, higher morale, and lower rates of absenteeism • significant advances in adapting teaching to the students, accomplished more quickly than in traditional schools • commitment to making significant and lasting changes • higher likelihood of undertaking fundamental systemic change

  7. Key PLC Variables To Explore in Case Studies • Leadership vs. facilitation • Choice vs. no choice • Reflective practitioners • How teachers grow and develop

More Related