Professional learning communities. Most educators have heard of them. Many school districts have initiated them (VandeWeghe & Varney, 2006; Wells, 2008). Professional learning communities (PLCs) are old news in the educational community, an idea that has been around for years. Like many initiatives in education that have come before it, it runs the risk of being pushed aside for newer, sexier initiatives (Dooner, Mandzuk, & Clinton, 2008; DuFour, 2004), guaranteed to promote learning and finally, for once and all, “solve” our country’s educational crisis. It is far too early to give up on PLCs. PLCs have incredible potential to improve student learning in our schools. Research showing the benefits of having successful professional learning communities in high schools is extensive (Dufour, 2004; Dooner et al., 2008; Huffman, 2011; Lieberman & Miller, 2011; Servage, 2008; Wells, 2008). Professional learning communities (PLCs) can be extremely effective in improving pedagogy, developing leadership in members, and increasing parent involvement (Dufour, 2004). These groups also build community in schools, provide shared learning opportunities for teachers (Huffman, 2011), allow teachers to develop innovative ideas (Cornelius, 2011), and “create and sustain a culture of learning for all students” (Huffman, 2011, p. 321). Research shows that school communities need to work together to find the best ways to improve student learning (Stoll, Bolam, McMahon, Wallace, & Thomas, 2006; Huffman, 2011). The collaborative culture developed through PLCs creates a shared culture of learning for all participants (VandeWeghe & Varney, 2006). The potential for educational improvement through PLC work is substantial (DuFour, 2004; Dooner et al., 2008; Wells, 2008); however, few schools have Professional learning communities. Most educators have heard of them. Many school districts have initiated them (VandeWeghe & Varney, 2006; Wells, 2008). Professional learning communities (PLCs) are old news in the educational community, an idea that has been around for years. Like many initiatives in education that have come before it, it runs the risk of being pushed aside for newer, sexier initiatives (Dooner, Mandzuk, & Clinton, 2008), guaranteed to promote learning and finally, for once and all, “solve” our country’s educational crisis. PLCs, however, are the solution. The potential for educational improvement through PLC work is substantial (DuFour, 2004; Dooner et al., 2008; Wells, 2008); however, few schools have successfully realized the full benefits of this challenging work. Highlighting the difficulty of implementing PLCs, Fullan (2005) writes that “terms travel easily” but the understanding “of the underlying concepts does not” (p. 67). McLaughlin and Talbert’s (2006) study (as cited in Lieberman and Miller, 2011) of 22 high schools engaged in PLC work concluded, based on the participants’ responses, that just one of the 22 schools researched actually used the ideas embedded in a true PLC. While school restructuring to implement these PLC groups is generally effective, the necessary reculturing of the school to fully realize the potential of such groups has proven difficult, particularly in high schools (Brady, 2008; Grossman & Stodolsky, 1995; Little, 2002). My problem of practice will focus on identifying the characteristics of effective collaboration in high schools, the challenges of realizing effective collaboration in and how education leaders can support teachers engaged in PLC work to make PLCs more impactful in high schools. This preliminary review of the literature discusses several themes related to the challenges of effective collaboration in high schools including the traditional isolation of teachers, the focus of high school teachers on departmental rather than school wide goals, the role of teacher autonomy, teachers’ unfamiliarity and discomfort with the challenges of collaborative work, and the lack
Assignment 1 - Standards for School District Leadership - Carlos Ramirez
Since its development in 1994 the standards of Educational Leadership have pursued promoting an understanding on what is expected from the educational administration field.1 The goal of this paper is to present a personal appraisal of a connection between the ELCC standards and my own experiences in district leadership and a reflection on my professional practice of the standards. It is implicit that an educational leader should…
audits within a public corporation? Provide an example to support your response.
DQ 2: Professional auditing standards provide for an unqualified audit report with three standard paragraphs. Briefly describe those paragraphs. Which is the most important? Why?
DQ 3: In terms of professional standards, when is a disclaimer more appropriate than an audit opinion? Explain the basis for your example.
Professional standards require independence in fact and appearance in regards to assigning auditors…
Investigation of and early childhood issue
Transition and school readiness are complex issues which have a major impact on children’s holistic development. How well this process is facilitated and how practitioners view children’s school readiness will shape and influence their future learning. Early experiences during the transition period from early childhood settings to more structured and formal learning environments have implications for children’s life trajectories and their…
Purpose: To provide professional leadership for the school which secures its success and improvement, ensuring high quality education for all its pupils and good standards of learning and achievement.
1. Strategic direction and development of the school
1.1 Provide inspiring and purposeful leadership for the staff and pupils.
1.2 To work in partnership with the governing body, staff and parents generating the ethos and values which will underpin the school.
1.3 To continue…
National Board Certification portfolio kit from the National Board for Section: Features
Professional Teaching Standards (NBPTS). Upon opening the kit, you find forms for verifying your
eligibility for candidacy, a CD-ROM for the National Board Certification in Early Childhood through
Young Adulthood/School Counseling certificate area containing the NBPTS Standards, portfolio Print Send…
the area of impact for applied servant leadership. In Greater Saskatoon Catholic school division, the attributes of servant leadership in connection with leadership roles are being assessed. Leadership models and associated roles are significant factors when examining high impact professional learning within an organization. The servant leadership model has attributes that will lead to successful professional learning for educators. This paper will investigate the servant leadership model and the…
standards provide high-level guidance and insight about the traits, functions of work, and responsibilities expected of school and district leaders (ISLCC, 2008). Their main purpose is to increase understanding of how educational administrators can enhance teaching practices and student learning. As future school leaders it is imperative that we use these standards as tools in assisting us when making a decision regarding our stakeholders. However, applying the ISLLC standards in a school setting does…
Collaborative Learning Community: ISLLC Standard 2
Gregory Kempton, Brandi Barnes, Alison Hawkins, and Thomas Norman
Grand Canyon University: EDA-534
November 12th, 2014
Unwrapping the Standards Template
An education leader promotes the success of every student by advocating, nurturing, and
sustaining a school culture and instructional program conducive to student learning and staff
A. Nurture and sustain a culture of collaboration, trust…
explain why students struggle in school due to their living conditions. Socio-economic class and race affects the k-12 education experience because of financial instability, poor communities, and living conditions in the home.
Low income is one of the top issues that cripples a student's learning experience. Being part of a low income family can often affect a students way of thinking positive about their future. This unmotivates students to do well in school because of the inability to…