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Anne Bubnic

What Is a "Professional Learning Community"? |Richard DuFour - 0 views

pdonline.ascd.org/...el200405_dufour.html

ascd ctap4data dufour plc student_achievement

shared by Anne Bubnic on 04 Sep 08 - Cached
  • Big Idea #1: Ensuring That Students Learn The professional learning community model flows from the assumption that the core mission of formal education is not simply to ensure that students are taught but to ensure that they learn. This simple shift—from a focus on teaching to a focus on learning—has profound implications for schools.
  • Big Idea #2: A Culture of Collaboration Educators who are building a professional learning community recognize that they must work together to achieve their collective purpose of learning for all. Therefore, they create structures to promote a collaborative culture.
  • Big Idea #3: A Focus on Results Professional learning communities judge their effectiveness on the basis of results. Working together to improve student achievement becomes the routine work of everyone in the school. Every teacher team participates in an ongoing process of identifying the current level of student achievement, establishing a goal to improve the current level, working together to achieve that goal, and providing periodic evidence of progress. The focus of team goals shifts. Such goals as "We will adopt the Junior Great Books program" or "We will create three new labs for our science course" give way to "We will increase the percentage of students who meet the state standard in language arts from 83 percent to 90 percent" or "We will reduce the failure rate in our course by 50 percent."
  • Anne Bubnic on 04 Sep 08
     
    The professional learning community model has now reached a critical juncture, one well known to those who have witnessed the fate of other well-intentioned school reform efforts. In this all-too-familiar cycle, initial enthusiasm gives way to confusion about the fundamental concepts driving the initiative, followed by inevitable implementation problems, the conclusion that the reform has failed to bring about the desired results, abandonment of the reform, and the launch of a new search for the next promising initiative. Another reform movement has come and gone, reinforcing the conventional education wisdom that promises, "This too shall pass."
Anne Bubnic

Professional Learning Communities - 0 views

www.districtadministration.com/viewarticle.aspx

achievement ctap4data plc student

shared by Anne Bubnic on 05 Sep 08 - Cached
  • Anne Bubnic on 05 Sep 08
     
    On-the-fly conversations regarding students occur on a regular basis among teachers. They have many positive components: conversations are student centered, teachers are supportive of each other and they meet on their own time. However, they are limited and are subject to the interruptions of daily school events, and teacher collaboration is left to chance. These teachers need administrative support to improve the likelihood that their efforts will raise student achievement to a significant degree.
Anne Bubnic

The Benefits of Teacher Collaboration [PLC's] - 0 views

www.districtadministration.com/VIEWARTICLE.ASPX

achievement ctap4data plc student

shared by Anne Bubnic on 05 Sep 08 - Cached
  • Researcher Ken Futernick (2007), after surveying 2,000 current and former teachers in California,concluded that teachers felt greater personal satisfaction when they believed in their own efficacy, were involved in decision making, and established strong collegial relationships.
  • School leaders who foster collaboration among novice and veteran teachers can improve teacher retention and teacher satisfaction, according to studies conducted by Susan Kardos and Susan Moore Johnson.
  • n Tennessee, school performance coaches receive specialized training to facilitate improvements in low-performing schools and districts. Helping teachers collaborate in meaningful ways is part of the work.
  • ...2 more annotations...
  • The researchers suggest that school leaders foster a sense of shared responsibility, engage veteran teachers in the induction of new teachers and in their own professional growth, and earmark resources to support collaborative planning, mentoring, and classroom observations.
  • To determine the relationship between teacher collaboration and student achievement, the researchers used reading and math achievement scores for 2,536 fourth-graders, controlling for school context and student characteristics such as prior achievement. They found a positive relationship between teacher collaboration and differences among schools in mathematics and reading achievement.
  • Anne Bubnic on 05 Sep 08
     
    Teacher collaboration and professional learning communities are frequently mentioned in articles and reports on school improvement. Schools and teachers benefit in a variety of ways when teachers work together. A small but growing body of evidence suggests a positive relationship between teacher collaboration and student achievement.
Anne Bubnic

Drilling Deeper in a Professional Learning Community - 0 views

www.allthingsplc.info/wordpress

ctap4data data plc

shared by Anne Bubnic on 04 Sep 08 - Cached
  • A Way of Thinking in a Professional Learning Community: Four Principles Begin with Building a Guiding Coalition
  • Anne Bubnic on 04 Sep 08
     
    If schools are to function as true professional learning communities, they cannot avoid difficult and complex issues. Recognizing that a professional learning community involves a way of thinking will increase the likelihood of success when addressing such topics-topics that impact student learning. This article offers four ways of thinking that will produce results:
    1. Begin with Building a Guiding Coalition
    2. Build Shared-Knowledge
    3. Engage in Experimentation
    4. Focus on Results
Anne Bubnic

Student Grouping in a PLC - 2 views

www.allthingsplc.info/wordpress

ctap4data differentiated instruction achievement gap

shared by Anne Bubnic on 04 Sep 08 - Cached
  • Anne Bubnic on 04 Sep 08
     
    There is a significant difference between differentiated instruction and differentiated curriculum. Tracking is dedicated to the later. Differentiated instruction is not just clustering all students with similar learning needs into one group and providing them with different curriculum, but rather it requires giving students who are struggling to learn the essentials more time, more support, and new learning experiences with different strategies and different structures such as small-group instruction and individual tutoring.
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