The And Teacher Collaboration : An Important Aspect Of Teaching And Teaching

Teacher collaboration can support professional development in schools. The importance of teacher collaboration can strengthen school and build teachers’ knowledge. The article discusses the significance of teachers’ social networks, a network of social interactions and personal relationships for teaching and learning as well as educational change. Social networking assists teacher collaboration. Teachers are able to communicate and ask for advice, collaborate on ideas, or as for help. Teachers may also exchange resources or provide opportunities to build teacher

Collaboration: In a community of learners, students work together in teams, partners, or groups. This allows students to gain social skills and increases students’ motivation for the project. Students share ideas and gain a new understanding of the content.

Another major issue that is addressed in the article is with the teachers and their teaching styles. The method in which most teachers teach their

Roberts, S. & Pruitt, E. (2003). Schools as Professional Learning Communities: Collaborative Activities and Strategies for Professional Development. Thousand Oaks, CA: Corwin Press.

Unfortunately, thorough research on the impact of professional development on student achievement is limited because it is challenging, complex and expensive to study. Nonetheless, Hoaglund, Birkenfeld, and Box, (2015), conducted a study that illustrated that learning communities are viable tools for providing professional development to both pre-service teachers and current teachers. Their study showed how a group of pre-service teachers and their supervisors participated in a professional experience learning community for two terms prior to the pre-service teacher’s junior year at Samford University in Birmingham, Alabama. Questionnaires and interviews were used to evaluate the effectiveness of the program. The results of the study indicated that all participants valued the experience and consequently were able to gain and identify some benefits of a professional learning community (PLC). Participants specifically reported a greater appreciation of collaboration with more experienced educators as a practical way of solving issues and implementing processes and procedures for increasing student achievement. The activities incorporated within the

During our second Bear Creek visit, I observed the English Language Arts Professional Learning Community also known as ELA. When I first heard about the PLC, I was surprised because it is a brilliant concept. I never knew this existed. The English Language Arts PLC ran smoothly because the teacher that was presenting knew the standard she was going to focus on and how she was going to present the content to the students. All of the ELA teachers also had a schedule about how the meeting was going to flow so that no one was confused. They also used technology to present the standards and the content so that all of the teachers could see and make suggestions and ask questions. One teacher was questioned about why she chose a particular book

This time is used for various types of professional development. We meet every Friday from 8:05 until about 9:20, unless we have a planning week for conferences or other special projects. The district also does four whole day professional development sessions throughout the school year. These sessions usually happen on a Friday, so the children do not miss out on a full day of school. All district staff a required to be in a professional learning community (PLC). In our PLCs we work on a topic or areas of our teaching or classroom that we feel is a weak area. The group members work to plan ways to improve the lacking

Dr. Fremstad has been instrumental in the implementation of Professional Learning Communities (PLCs) at West Fargo High School. She understands the power of teacher collaboration and has led the charge to train and monitor the program with fidelity. Jennifer has inspired educators to share student evidence of learning and extend intervention or enrichment learning opportunities based on the data. In addition, she advocates on the importance of frequent classroom visitations with her leadership team and establishes annual visitation goals to support teachers and

Collaboration between teachers is a key component to professional development that will lead to higher student achievement. There is a need for schools to set up time for teachers to be able to collaborate together. This allows for teachers to help each other, matchup content, teach each other new and best practices, troubleshoot student issues just to name a few of the areas that collaboration time can help foster within a school. The key is to build time for teachers to be able to collaborate during the school day or week. This collaboration time needs to be between grade levels, departments, and cross curricular when needed. For many schools this is an afterthought to the school schedule or a fleeting thought after the master schedule is completed. A principal needs to keep an open mind to any strategy that will enable the teachers to be able to collaborate for the good of the students and the school.

Professional learning communities (PLCs) are communities of educators who work and meet together to collaborate. Their goal is to make sure students are learning the content everyone is teaching. A “highly effective” learning community involves educators who are willing to work with others. Educators who do not make excuses for why students are not learning, and they view growth as positive thing. In effective PLCs, staff members meet on a regular basis, these meetings can be formal and informal. One big takeaway is to ensure teachers are not working in isolation. Members of the PLC work with one another to analyze student work and data, and use that information to better serve those that are not meeting the objectives.

Professional Learning Community is not a term I would use to describe my school. The textbook describes Professional Learning Communities as, “…one that promotes and values learning as an ongoing, active collaborative process with dynamic dialogue by teachers, students, staff, principal, parents, and the school community to improve the quality of learning and life within the school” (Roberts & Pruitt, 2009 p.6). Based on that description alone, as a school we lack the basic components of having a collaborative process with dialogue from the teachers, staff, and principal with the focus on improving the quality of learning. Given all of the research findings and positive reviews on the benefits of implementing Professional Learning Communities

Teachers should take in the consideration diversity in the classroom, the process of assessment should be changed in order to make the learning process easier and planned. Leadership should be held by the principal and he/she will be hinting the teachers. Therefore, the authors give the advice of how to make the classroom environment more effective in order to help students to get higher grades and improve their academic performance. Conclusively, the article covers diverse strategies in order to make the process of school learning more

Traditionally, teacher development typically occurs through trial and error in the isolated confinements of each teacher’s classroom with some periodic whole-group professional development (Goddard & Goddard, 2007). Within the past few decades, many schools and districts, including ours, have considered and experimented with Professional Learning Communities (PLC) as an alternative framework in guiding a more efficient development program for their teachers. PLCs are focused on enhancing student learning through developing teacher practices. The concept of PLC relies on using structured collaborative sessions amongst teachers within the school to build internal capacity. Through PLCs, teachers critically reflect on current

with individuals is an essential tool for an educator. In addition, to collaboration schools need

A professional learning community (PLC) is a group collaborating together to improve teacher instruction, teacher learning, and student achievement. This improves the quality of living within the community that the members of the PLC work and live in. A PLC has 5 components: