Martin-Kniep acknowledges that idea that professional learning communities (PLCs) not only benefit the students, but also the teachers. It is also discussed that conversations between teachers are necessary for growth of the profession as well as students’ learning. “Now more than ever before, teaching requires collegial structures that enable teachers to articulate, refine, negotiate, question, and share their expertise and practice so that they can benefit students” (Martin-Kniep, p. 11). Implementation of PLCs is the first step in the process of developing collaboration between teachers and honing the skills necessary to increase student understanding and achievement.
The above video explains the beginning stages of implementing a PLC model for teachers. West Valley High School just implemented PLCs in which teachers meet once a week for 40 minutes. The principal at West Valley believes that work in a PLC helps growth. Teachers often become isolated in their classrooms and PLCs increase collaboration around their discipline, what will be taught, how it can be taught, and what is essential for students to know and master when they leave the classroom. Core concepts are developed within each discipline, but PLC meeting time is used to determine essential skills necessary in a particular discipline. Together teacher discuss what are the essential skills, concepts and ideas that every single student should know when they leave that particular class. Teachers at West Valley are also able to compare student performance and trade ideas about teaching practices. They believe this PLC practice could take years to implement, but they will follow some basic steps that they deem essential when thinking about the role that their practice plays in the classroom.
Step One: Develop Essential Learnings
Step Two: Implement Essential Learnings in the classroom
Step Three: Collect Data - How are students doing?
Step Four: Aggregate the data and analyze – Where are students succeeding? What strategies are
being used that promote this understanding (share teaching strategies)? Where are students not excelling? What can we do to provide opportunities for growth in those areas?
Ultimately, collaboration between teachers can and will affect learning outcomes in the classroom. “Among the benefits of collaboration, the teachers stated that they had gained insights into curriculum development, classroom management, motivation, and learning disabilities. They declared strong group efficacy, explaining that team members had created and fostered empathy, stress relief, and complementary strengths for one another. They also noted that by working together, team members had solved problems collectively, saved time and energy, and benefited from constructive criticism” (Elbousty & Bratt, p. 7).
References
Elbousty, Y., & Bratt, K. (2010, Spring). Team Strategies for School Improvement: The Ongoing Development of the Professional Learning Community. MASCD. Retrieved September 10, 2010, from http://www.mascd.org/17311071491435113/lib/17311071491435113/Perspectives%20sp_2010%20Elbousty3.pdf
Martin-Kniep, G. O. (2008). Communities That Learn, Lead, and Last: Building and sustaining Educational Expertise. San Francisco: Jossey-Bass.
West Valley High School, Fairbanks. (2010, February 17). Professional Learning Communities. Retrieved
from http://www.youtube.com/watch?v=68H7tEDFxW8
No comments:
Post a Comment