Get help with any kind of assignment - from a high school essay to a PhD dissertation
Shortly after our session began, Dr. Hooper asked us to give a brief "elevator speech" designed to supply others with a glimpse of the character and function of the PLC groups we are leading in our schools and departments. As each of us shared our thoughts, one persistent theme emerged -- timing. Most students said finding the time to meet up with their PLC was difficult. Some stated their PLCs were often cancelled. Others suggested they wanted to guarantee the PLCs they had been leading made the most of teachers' time. Some shared with their creative scheduling hints. As we progressed through the day we learned that a strong learning organization has effective instructional leaders who develop teacher and school programs that maximize instructional time and supply teachers with job-embedded collaborative professional learning opportunities. Even though administrators are faced with competing initiatives, the day-to-day demands involved with teaching and leading schools, leaders must make expert learning communities a priority. Vescio's (2006) evaluation of the literature suggests when teachers participate in learning communities: (1) Student achievement scores improve over time as a consequence of the focus on pupil learning; (2) Teaching clinic is influenced positively; and (3) Educating and school culture improve because teachers become more collaborative and empowered. Learning communities may encompass multiple learning levels ranging from a classroom community of learners, to teachers, to parents, multiple schools, and district-level departments. Dr. Hooper shared an effective practice of a college secretary who formed a learning community with his cafeteria workers. Essential Questions: What are the measurements that...