Diigo OER Library

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RSA 4: Teachers Learning in Networked Communities: The TLNIC Strategy

Online Resource:

http://web.ebscohost.com.cucproxy.cuchicago.edu/ehost/viewarticle?data=dGJyMPPp44rp2%2fdV0%2bnjisfk5Ie46bZMr6%2bwS7ek63nn5Kx95uXxjL6orUqxpbBIr6ieUbiotlKyrp5oy5zyit%2fk8Xnh6ueH7N%2fiVa%2brrkq2rrJJsaikhN%2fk5VXj5KR84LPtfvGc8nnls79mpNfsVbOmskmvrbVMsZzkh%2fDj34y73vKF6rzzhOrK45Dy&hid=21

Summary:

            In a report from No Dream Denied (2003), the National Commission on Teaching and America’s Future (NCTAF), found that strong induction and mentoring programs that support new teachers are effective in helping them succeed and remain in the profession. However, many programs are limited in their effectiveness due to funding, access to resources, and time restrictions for face-to-face interaction and collaboration.  New teachers find it difficult to find adequate time with mentors and most experienced teachers are already overburdened with the roles they play themselves. 

            These concerns prompted the NCTAF to create Teachers Learning in Networked Communities (TLNC).  TLNC promotes the use of technology to establish professional learning communities.  The network provides resource sharing and collaboration within and across districts.  While creating this network some key themes needed to be addressed.  New teachers need to feel part of a community, new teachers want and need multiple supports, support must be ongoing, developmental, and cumulative, and human networks must compliment technical networks. 

The key is that technology is not solely used as an information downloading source promoting isolated teachers.  The focus is technology’s use as a tool for collaboration and communication creating a new model in which teachers are prepared to succeed in a working community. 

References

National Commission on Teaching and America's Future. (2003). No Dream Denied. A Pledge to America's Children. Washington, D.C.

Burns, M., Fulton, K., Goldenburg, L. (2005) Teachers Learning in Networked Communities: The TLNIC Strategy. Phi Delta Kappan, 87(4), 298-305. 

RSA 3: Teachers Making Connections: Online Communities as a Source of Professional Learning

Summary:

The teaching profession is constantly adjusting to accommodate change. Teachers are

under constant pressure to learn new skills, update their knowledge and change classroom

practices (Richardson, 1990).  Current professional development programs are failing to achieve successful change in teachers’ practice (Guskey, 2002). Online communities may be a source of continuous professional development for teachers.  The article, Teachers making connections: Online communities as a source of professional learning (2010), presents the findings of a study that was conducted on three online communities for teachers. The study identifies what an online community is and their potential as a source for professional learning for teachers.

Collaboration is widely identified as an important activity in encouraging teacher learning.  Online communities offer teachers a collaborative forum to discuss change and gather evidence of how successful a change was in a classroom.  Participants can then decide, based on discussions in chat rooms and through other online media, whether to try the suggested strategies or approaches themselves (Galland, 2002). Online communities are also not constrained by time.

The results from the study has shown that membership to online communities provides

teachers with a rich source of professional learning. Perhaps the most significant result collected from the survey was the result that 86.7% of members considered it to be a meaningful form of professional development.

References

Duncan-Howell. (2009). Teachers making connections: Online communities as a source of

professional learning.  British Journal of Educational Technology, 41(2), 324-340. 

Galland, P. (2002). Techie teachers—web-based staff development at your leisure. TechTrends, 46(3), 11–16.

Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching, 8(3/4), 381–391.

Richardson, V. (1990). Significant and worthwhile change in teaching practice. Educational

Researcher, 19(7), 10–18.

RSA2: Coherent Instructional Improvement and PLCs: Is It Possible to Do Both?

Online Resource:

http://www.pdkmembers.org/members_online/members/orders.asp?action=results&t=A&desc=&text=&lname_1=Jacobson&fname_1=&lname_2=&fname_2=&kw_1=&kw_2=&kw_3=&kw_4=&mn1=3&yr1=2010&mn2=&yr2=&c1=

Summary:

Module 3 focuses on PLC’s clearly defining outcomes and monitoring student learning to ensure improved learning for students.  Most often, there are two common approaches, the inquiry-oriented and the results-oriented approach.  Both approaches are valuable, but neither approach adequately addresses the overall effort to improve teaching and learning (Jacobson, 2010).

Dana and Yendol-Hoppey (2008) describe the inquiry-oriented approach as a process in which teachers pose questions, collect data, and then research new strategies as they work on changing classroom practice.  The advantage is that teachers can take ownership while developing their own inquiry skills and deepen their knowledge of effective teaching strategies.  However, it requires high levels of leadership, direction, initiative, and collaborative inquiry to carry through effectively (Jacobson, 2010).  The results-oriented approach is more structured.  Administrators set a specific agenda for teams to determine what’s most important for students to learn and develop and analyze common formative assessments.  Administration meets with teams to analyze what teams create, including curriculum, pacing guides, analyses of results, and plans for improving on results (DuFour and Marzano, 2009).  The disadvantages are a narrow focus that can become too assessment-driven, short-term results, and a top-down feel that can weaken teacher enthusiasm that can interfere with student learning (Jacobson, 2010).   

A new model, the Common Priorities approach, combines the strengths of the two other approaches.  It is a cycle in which teachers work collaboratively to improve curriculum, assessment, and instruction.  The lessons developed from the collaboration of teachers, prepares students for common assessments that reflect the most important learning goals.  Collaborative lesson-design projects are created to addresses learning goals, such as critical thinking skills and important content.  The common assessments ensure that they produce measurable results (Jacobson, 2010). 

References

 Dana, Nancy F., and Diane Yendol-Hoppey. (2008). The Reflective Educator’s Guide to Professional Development: Coaching Inquiry-Oriented Learning Communities.  Thousand Oaks. CA, Corwin Press.  

DuFour, Richard, and Robert J. Marzano. (2009). High-Leverage Strategies for Principal Leadership. Educational Leadership, 66(5), 62-68.

Jacobson, David. (2010) Coherent Instructional Improvement and PLCs: Is It Possible to Do Both? Phi Delta Kappan, 91(4), 32-45. 

RSA 1: Professional Learning Communities: A Bandwagon, an Idea Worth Considering, or Our Best Hope for High Levels of Learning?

Online Resource:

http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ775771 

Summary:

We have focused our studies on the professional learning community concept and underlying principles.  According to DuFour (2007), professional learning communities must focus on learning rather than teaching, work collaboratively on matters related to learning, and hold itself accountable for the kind of results that fuel continual improvement.  Many schools claim to be a professional learning community.  However, to see its true effectiveness and determine the impact on learning of both students and teachers, a school first needs to determine if PLC practices are actually put into place. 

The article, “Learning Communities in 6-8 Middle Schools: Natural Complements or Another Bandwagon in the Parade” (Patterson & contributors, 2006), interviewed and surveyed teachers that consider themselves to be in professional learning communities.  They found that teachers saw little potential benefit in the PLC concept, and in turn, may view them as a fad and jumping the bandwagon.  However, they found that there was little evidence of these schools actually engaging in PLC practices (Patterson & contributors, 2006).  Researchers who have studied schools where educators actually engage in PLC practices have consistently cited those practices as our best hope for sustained, substantive school improvement (DuFour, 2007). 

DuFour (2007) states that a common trend in education is that improvement initiatives are launched with great enthusiasm, but then followed by confusion and criticism, and then abandonment to find the quick fix solution.  Consequently, it is important to understand that the professional learning community does not offer a short cut to school improvement.  “The rise or fall of the professional learning community concept in any school will depend not on the merits of the concept itself, but on the most important element in the improvement of any school- the collective capacity, commitment, and persistence of the educators within it” (p.5).

References

DuFour, R. (2007). Professional Learning Communities: A Bandwagon, an Idea Worth Considering, or Our Best Hope for High Levels of Learning? Middle School Journal, 39(1), 4-8.

Patterson, J.A., & 16 co-contributors. (2006). Learning Communities in Middle Schools: Natural Complements or Another Bandwagon in the Parade? Middle School Journal, 37(5), 21-30.