developing learning communities through teacher expertise

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Developing Learning Communities Through Teacher Expertise

Author : Giselle O. Martin-Kniep
ISBN : 0761946179
Genre : Education
File Size : 30. 72 MB
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Learn practical methods for developing a collaborative environment where teachers and administrators work together to enhance teachers' practices, increase student learning, and produce valuable school processes.

Teachers Bringing Out The Best In Teachers

Author : Joseph Blase
ISBN : 1412925967
Genre : Education
File Size : 63. 51 MB
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Through nearly 300 research-based teacher perspectives on informal, teacher-to-teacher collaboration, school leaders will learn how teachers can promote professional growth in each other.

Building School Based Teacher Learning Communities

Author : Milbrey Wallin McLaughlin
ISBN : 0807746797
Genre : Education
File Size : 46. 39 MB
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Building on evidence that school-based teacher learning communities improve student outcomes, this book lays out an agenda to develop and sustain collaborative professional cultures. It provides an inside look at the processes, resources, and system strategies that are necessary to build vibrant school-based teacher learning communities.

Handbook Of School Improvement

Author : Joseph Blase
ISBN : 9781412979979
Genre : Education
File Size : 23. 42 MB
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Capturing insights from 20 successful principals, this illuminating book presents real-world strategies that help school leaders refine their administrative skills and generate dramatic improvements in schoolwide achievement.

Plcs Di Rti

Author : Judy Stoehr
ISBN : 9781452238074
Genre : Education
File Size : 84. 39 MB
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A framework for weaving common threads into an artful solution Rather than buying individual books about professional learning communities (PLCs), differentiated instruction (DI), and Response to Intervention (RTI), invest wisely in one resource that synthesizes all three. The text uses a tapestry analogy to weave together these critical topics to form a comprehensive framework for achieving continuous school improvement. The result is a stronger foundation for school leaders’ and teachers’ instructional decisions based on: Utilizing PLCs as the framework for sharing new strategies and understandings Discussing data collected through assessments Evaluating data against benchmarks

Differentiated Professional Development In A Professional Learning Community

Author : Linda Bowgen
ISBN : 9781936765232
Genre : Education
File Size : 22. 38 MB
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If differentiated instruction works for diverse student learning needs, why not apply it to teacher learning? The authors draw from real experience and PLC concepts to support the value of differentiated professional development. A practical guide for designing school or district professional development plans, this book explains a three-step model that is core to the differentiation process.

Building And Connecting Learning Communities

Author : Steven Katz
ISBN : 9781452272726
Genre : Education
File Size : 68. 76 MB
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Networked learning communities: A powerful school improvement strategy for school leaders! Drawing on their work with schools in North America and England, the authors demonstrate how linking professional learning communities across school or district boundaries creates networked learning communities (NLCs) that can share professional knowledge. Through a sample school narrative, the book illustrates how NLCs can significantly improve instruction, increase student performance, and promote deep and sustained change. This resource examines: Collaborative inquiry as a process that challenges teachers’ thinking, generates new learning, and fosters trusting relationships Formal and informal leadership roles in NLCs How NLCs support systematic data analysis and accountability

Developing Faculty Learning Communities At Two Year Colleges

Author : Susan Sipple
ISBN : 9781579228477
Genre : Education
File Size : 27. 54 MB
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This book introduces community college faculty and faculty developers to the use of faculty learning communities (FLCs) as a means for faculty themselves to investigate and surmount student learning problems they encounter in their classrooms, and as an effective and low-cost strategy for faculty developers working with few resources to stimulate innovative teaching that leads to student persistence and improved learning outcomes. Two-year college instructors face the unique challenge of teaching a mix of learners, from the developmental to high-achievers, that requires using a variety of instructional strategies and techniques. Even the most experienced teachers can find this diversity demanding. Faculty developers at many two-year colleges still rely solely on the one-day workshop model that, while useful, rarely results in sustained student-centered changes in pedagogy or the curriculum, and may not be practicable for the growing cohort of part-time faculty members. By linking work in the classroom with scholarship and reflection, FLCs provide participants with a sense of renewed engagement and stimulate collegial exploration of ways to achieve educational excellence. FLCs are usually faculty-instigated and cross-disciplinary, and comprise groups of six to fifteen faculty that work collaboratively through regular meetings over an extended period of time to promote research and an exchange of experiences, foster community, and develop the scholarship of teaching. FLCs alleviate burnout and isolation, promote the development, testing, and peer review of new classroom strategies or technologies, and lead to the reenergizing and professionalization of teachers. This book introduces the reader to FLCs and to the Scholarship of Teaching and Learning, offering examples of application in two-year colleges. Individual chapters describe, among others, an FLC set up to support course redesign; an “Adjunct Connectivity FLC” to integrate part-time faculty within a department and collaborate on the curriculum; a cross-disciplinary FLC to promote student self-regulated learning, and improve academic performance and persistence; a critical thinking FLC that sought to define critical thinking in separate disciplines, examine interdisciplinary cross-over of critical thinking, and measure critical thinking more accurately; an FLC that researched the transfer of learning and developed strategies to promote students’ application of their learning across courses and beyond the classroom. Each chapter describes the formation of its FLC, the processes it engaged in, what worked and did not, and the outcomes achieved. Just as when college faculty fail to remain current in their fields, the failure to engage in continuing development of teaching skills, will equally lead teaching and learning to suffer. When two-year college administrators restrain scholarship and reflection as inappropriate for the real work of the institution they are in fact hindering the professionalization of their teaching force that is essential to institutional mission and student success. When FLCs are supported by leaders and administrators, and faculty learn that collaboration and peer review are valued and even expected as part of being a teaching professional, they become intrinsically motivated and committed to collaboratively solving problems, setting the institution on a path to becoming a learning organization that is proactive and adept at navigating change.

Creating Professional Learning Community Through Appreciative Inquiry In Early Childhood Context

Author : Hina Amin
ISBN : 9783668490987
Genre : Education
File Size : 79. 98 MB
Format : PDF
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Master's Thesis from the year 2016 in the subject Pedagogy - The Teacher, Educational Leadership, grade: B (3.1), Aga Khan University, language: English, abstract: Professional development of teachers is one of the significant factors for school effectiveness. It requires to create a culture of continuous professional learning that becomes helpful for teachers for their capacity building on a regular basis. Though schools in Pakistan are in a process of providing a professional learning environment for the teachers on a frequent basis, there is a dearth of studies that tell the factors and processes involved for developing continuous professional learning environment in a practice sense. Therefore, this research study could support to create professional learning community by examining the factors in the school context specifically in ECD through which collaborative environment will be developed. This study is significant as it reviews the factors and processes that are required for developing PLC. This study would be beneficial for school management to establish a PLC culture in the school. Simultaneously, the findings of this study would be helpful for teachers for gauging their improvement in their teaching and learning process through working in a collaborative environment. In addition, appreciative inquiry approach would become the value added tool for this study in terms of exploring the best practices of schools as well as executing the factors and processes that requires for PLC in an appreciative and positive way. In short, this study provides a practical approach for creating PLC in ECD context through the use of appreciative inquiry approach.

Co Teacher Learning In The Context Of Professional Learning Community

Author : Garth Cooper
ISBN : MSU:31293030632578
Genre : Electronic dissertations
File Size : 29. 72 MB
Format : PDF
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