Wrap-Up
Let's review "Creating an Effective Profesional Learning Community".
Graham and Ferriter's (2009) Four Interconnected Factors of a Professional Learning Community were utilized as a guide for the creation of this module. The four interconnected factors determine the capacity of the Professional Learning Community (PLC). Focusing on all factors collectively leads to a greater increase in student learning. Let's look at the four factors again.
New Structures & Procedures: When teams implement specific PLC structures and procedures, teachers and students benefit. Formalizing meeting norms, learning goals, and assessing growth are just a few essentials to creating effective collaboration.
Improved Communication: Effective PLCs communicate frequently to build trust and share common learning goals. Teachers are often isolated in their classrooms each day with an absence of professional communication with colleagues.
Enhanced Teacher Learning: In effective PLCs, teachers are always identifying and implementing best practices. Teachers analyze their current practices and aim to revise and tailor their instruction to meet the individual needs of the student population. Teachers' instructional capacity improves as collaboration is improved through PLCs.
Collective Ownership & Intelligence: Together, the PLC takes responsibility for student learning. Collective owernship and intelligence includes shared-decision making and an open-door practice while maintaining student learning at the center of all decisions.
Student Learning: The ultimate goal of the PLC is to increase studnet learning. Student learning should be the driving force of all conversation. PLC structure, communication, teacher learning, and collective ownership should maximize student learning. Gains in student achievement can be measure formally, informatively, formatively, and summatively.
Graham and Ferriter's (2009) Four Interconnected Factors of a Professional Learning Community were utilized as a guide for the creation of this module. The four interconnected factors determine the capacity of the Professional Learning Community (PLC). Focusing on all factors collectively leads to a greater increase in student learning. Let's look at the four factors again.
New Structures & Procedures: When teams implement specific PLC structures and procedures, teachers and students benefit. Formalizing meeting norms, learning goals, and assessing growth are just a few essentials to creating effective collaboration.
Improved Communication: Effective PLCs communicate frequently to build trust and share common learning goals. Teachers are often isolated in their classrooms each day with an absence of professional communication with colleagues.
Enhanced Teacher Learning: In effective PLCs, teachers are always identifying and implementing best practices. Teachers analyze their current practices and aim to revise and tailor their instruction to meet the individual needs of the student population. Teachers' instructional capacity improves as collaboration is improved through PLCs.
Collective Ownership & Intelligence: Together, the PLC takes responsibility for student learning. Collective owernship and intelligence includes shared-decision making and an open-door practice while maintaining student learning at the center of all decisions.
Student Learning: The ultimate goal of the PLC is to increase studnet learning. Student learning should be the driving force of all conversation. PLC structure, communication, teacher learning, and collective ownership should maximize student learning. Gains in student achievement can be measure formally, informatively, formatively, and summatively.
Four Interconnected Factors | |
File Size: | 33 kb |
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"Learning is a treasure that will follow it's owner everywhere"
Chinese Proverb
Reflect on Initial Thoughts
Reflect on Question Posed in Initial Thoughts Section:
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How have your thoughts change?
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