Effective support mechanisms provide a framework for encouraging and sustaining collaborative learning among teachers. Concepts that stem from this model are centered around the concept of shared leadership or teacher leadership, which is authentic and ingrained into the teachers’ work day (Engstrom & Danielson, 2006). These constructs are essential in the utilization of a collaborative learning process; understanding teachers’ needs and identifying factors necessary in employing effective instructional practices in the classroom.
Learning teams have become an intrical part of professional development. The opportunity for teacher collaboration and sharing of best practices are significant in the development of sound instructional practices. The National Staff Development Council (2001) stated that communities, or small groups or teams of teachers with similar goals and interests result in positive professional development experiences and higher levels of learning involved. Encouraging feedback is a key component in building rapport, confidence and staff cohesion; therefore, the likelihood of teacher buy-in and acceptance of responsibility for continued professional improvement increases (Lester, 2003).
References
Engstrom, M. & Danielson, L. (2006). Teachers’ Perceptions of an On-site Staff Development Model. The Clearing House, 79(4), 170-174.
Lester, J. (2003). Planning Effective Secondary Professional Development Programs. American Secondary Education, 32(1), 49-61.
National Staff Development Council. (2001). NSDC Standards for Staff Development. Retrieved May 25, 2006 from https://www.nsdc.org/library/standards.
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4 comments:
Development as an educator is a continual process. It begins on the first day and continues until retirement. Development is crucial in the educational organization to implement vision.
The organization in which I work is successful, because of collective team efforts in implementing a vision of creating productive citizens in society. Cornish stated, “In a world of interlaced systems, where everything is connected to everything else, we cause many ripples of change as we go through our daily lives” (p. 52). Our organization posses the ability to adapt to change, to unify, and to remain unquenchable.
The organization consists of three components: the students, the faculty, and the administrators. The students contribute to the organization’s interactions. The faculty responds to the students, and the administrators determine the effectiveness of the organization. The skills, competency, and resources that administration contributes to the organization determines solutions for “chaos”.
“Chaos” is always important to consider, because “chaos” represents change. Change is an endemic feature of organization. Thus, Cornish discusses a focus on the future as an enabling process toward obtaining objectives. Cornish state, “ananoscopic change in a system can grow as time passes into a metamorphosis of the entire system” (p. 59). Subsequently, while “Plan A” maybe working well, it is always wise to imagine a “Plan B”. The further ahead our leaders can imagine, the better our organization will perform through instruction, program development, implementation, and the capability to cope with change.
In conclusion, Napoleon said, “If we always appear prepared, it is because before entering an undertaking, we have meditated for long and have foreseen what may occur. It is not genius which reveals to us suddenly and secretly what we should do in circumstances unexpected by others; it is thought and meditation.
We were off to a pretty good start with our PLC, designated as: Whole Faculty Study Groups, (WFSG). I wouldn't say they were all learning groups in term s opf educational, but some of the groups did benefit students and the school. Some groups were book studies and effective teaching strategies, while other groups planned school pep rallies. My school seems to be more about team spirit, than anything that may be too taxing after school hours. Most teachers, however, are going to school, and increasing their professional learning. In spite of the lack of PLC this year, due to integrating the new Pyramids of Interventions identifification strategy, our school continues to excell in academics, and we have very few behavior issues. Most teachers want to be at this school and there are very few teachers who quit or want to ber transferred.
I'm not saying we do not need PLC. On the contrary, I think we do. It seems this school really hasn't found the niche yet, that gives us the motivation to want to change tghe environment and culture as of yet. I think the attitude with the administration is, "Why fix something that isn't broken". When the county mandates we have to do something, then it happens, but, this school seems to do so well, that most of the time, we are left to our own devises.
Check it out: Matilda Harris Elementary School....A great place to work.
Renni Wooden
I believe that an educator must continue to grow professionally and keep learning. How can an educator not want to learn? In North Carolina, the new staff development that is the present trend is the Professional Learning Communities within the schools. These communities are made up of educators who want to learn and improve in their profession. The PLC team meets periodically and reviews topics within the course. These courses are offered online and teachers can receive college, graduate credits. In one school, there can be several learning communities happening at one time. What determines the PLC is the course topic. Our LEA has contracted with corporations that host PLC. This is the second year and it continues to grow. The teachers were resistent at first, but they have shared how much they actually learned. I can tell that there is a real personal satisfaction with the PLC having the opportunity for choice. That makes a difference.
Hello Stephanie,
Learning teams seems to be a good idea to have in place I suppose, especially; if there is the cohesiveness that (Lester, 2003) suggests amongst your staff members. There are many occasions when a school will claim it wants such program; nonetheless, when it has been instituted there is regret fullness for its implementation. For some apparent reason or another; it can be clearly noticed that the program of study is only being utilized on paper alone. A situation such as these has caused many disruptions and objectionable atmospheres amongst staff member per se. This undoubtedly, creates a need for instituting and reforming of staff members because of personality issues. Good Post!
Rhonda
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