Opening Access to STEM Experiences One Day at a Time: Successful Implementation of a School-wide iSTEM Day

2016 ◽  
Vol 78 (3) ◽  
pp. 200-207
Author(s):  
Georgia Hodges ◽  
Sophia Jeong ◽  
Peggy McKay ◽  
Tom Robertson ◽  
David Ducrest
Keyword(s):  
Middle School ◽  
Learning Community ◽  
Professional Learning ◽  
School Administrators ◽  
Learning Experience ◽  
School Context ◽  
Successful Implementation ◽  
Problem Solving Skills ◽  
Skill Sets ◽  
Middle School Administrators

Creating partnerships that leverage skill sets from universities and corporate entities to improve STEM (science, technology, engineering, and mathematics) education is often discussed in theory. However, examples of successful models that might inform practice are scarce. This article describes how one STEM business, university educators, and middle school administrators and teachers successfully developed and implemented an integrated STEM education (iSTEM) experience for all eighth-grade students at a local middle school. We created a professional learning community to establish the goals and vision for the iSTEM day, which included the use of instructionally sound pedagogical methods, intellectually stimulating learning experiences, and a deeply developed understanding of the school context. Our team successfully completed a one-day learning experience that focused on the fundamental concept of osmosis and problem-solving skills. However, the broader impacts of this day included a new collaborative network between the university, the company, and the middle school that remains intact and productive.

scholarly journals The Development Process PLC Competencies for School Administrators in Buriram Province

2019 ◽  
Vol 12 (6) ◽  
pp. 148
Author(s):  
Kovit Vajarintarangoon ◽  
Phaophongphat Bunkanan ◽  
Sittichai Deelon ◽  
Sripen Poldech ◽  
Kittiwat Thauyngam
Keyword(s):  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
School Administrators ◽  
Collaborative Work ◽  
Action Planning ◽  
Group Problem Solving ◽  
Supervision Process ◽  
Competencies Development

The purposes of the research study were to a) study the current situation of school management and administration using professional learning community b) to develop professional learning community for the school administrators and c) follow up collaborative practice among school colleagues and administrators within school using professional learning community in Buriram Province. The researcher utilized focused interview sessions, group interview questionnaires, and Professional Learning observation within school to determine how the school colleagues perceived the implementation of professional learning communities. The results indicated that: 1) A school’s PLC isn’t working, common problems in Buriram Province include: a) Personal practice, b) Insufficient collaborative work, 3) Academics support, and 4) supportive conditions. 2) School administrators' competencies development after implementation of PLC workshop have an influence on process of using PLC in school. School administrators' competencies included supportive conditions for safe environment of PLC, creating environment that support learning collaboratively and respect for individual differences and developing collegial relationships for planning, following up of supervision process through action planning that support collaborative work among school colleagues. 3) Model of school administrators' competencies development in Buriram Province were a) a PDCA model incorporated with contemplative education that driven through small group of PLCs. This model utilized school administrators as coach and mentor to reflect on co-operation of group problem solving in the same group c) a PLC comprised of school teachers, coming together by grade level, content area, or through an interdisciplinary group. The purpose of a PLC was to build a community of teachers to focus on a common goal or objective collaboratively.

scholarly journals Counselor Perceptions: Let Us Do Our Job!

2017 ◽  
Vol 6 (4) ◽  
pp. 175
Author(s):  
Stephen Benigno
Keyword(s):  
Middle School ◽  
School Counselors ◽  
School Counselor ◽  
School Administrators ◽  
Middle School Student ◽  
Social And Emotional ◽  
Counselor Perceptions ◽  
School Counselor Perceptions ◽  
Middle School Administrators ◽  
Elementary And Middle School

Elementary and Middle school administrators continually struggle with developing instructional programs that will address the academic and human developmental levels of the students in their care. Addressing the human development and the academic issues related to the elementary and middle school student is only a small percentage of the attention required for that student. Many students at the elementary and middle school levels encounter issues related to social and emotional development that are often overwhelming and many times detrimental to the academic development of those students. School administrators address those issues by utilizing the existing infrastructure of the schools. One of the key components of the school infrastructure is the school counselor. In some situations, school counselors are being required to perform duties outside the realm of their perceived responsibilities. This study was conducted to ascertain school counselor perceptions with respect to job performance, expectations, satisfaction and responsibility. The results of the study indicated that the counselors involved in the study believed that they are being required to perform duties outside the realm of their responsibilities and that the performance of these duties has an impact on their effectiveness as school counselors.

“I Wish I Had Had You as a PE Teacher”: Physical Educators’ Experiences in a Professional Learning Community

2020 ◽  
pp. 1-9
Author(s):  
Zack Beddoes ◽  
Debra Sazama ◽  
Jenna Starck
Keyword(s):  
Middle School ◽  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
School Community ◽  
Study Data ◽  
Physical Educators ◽  
Occupational Socialization ◽  
Growing Pains ◽  
Emotional Safety

Purpose: Drawing from Occupational Socialization Theory, the purpose of this study was to examine a middle school physical education team’s perceptions and experiences piloting standards-based teaching and grading within an organizational professional learning community (PLC). Method: Using an instrumental case study design, (n = 3) teachers and (n = 1) a principal from a middle school in the upper Midwest participated in this study. Data sources included individual and focus group interviews, observations, and relevant documents collected across three school semesters. Results: Inductive data analysis revealed three themes: (a) Increased Status and Appreciation in the School Community, (b) Growing Pains, and (c) Emotional Safety and Engagement, along with related subthemes. Conclusions: Through actively participating in the school PLC structures, physical educators may proactively facilitate leadership opportunities within the school community notwithstanding perceived limitations. However, physical educators may experience greater success in PLCs as they become increasingly literate in common assessment practices.

scholarly journals What Counts in the Development of Teachers' Learning Conversations?: a Case Study of a Group of New Zealand Educators Working Together to Improve Learning Outcomes for Students in Year 9 Classes

2021 ◽  
Author(s):  
◽  
Jeannette Grundy
Keyword(s):  
New Zealand ◽  
Secondary School ◽  
Learning Community ◽  
Professional Learning ◽  
School Context ◽  
Research Literature ◽  
Case Study Methodology ◽  
Learning Conversations ◽  
Underachieving Students

<p>This research was undertaken in a New Zealand secondary school. Using case study methodology, it examines teachers' learning conversations as they work together in a group to improve outcomes for underachieving students in Year 9 classes. Participants include four teachers from different departments working collaboratively in a team teaching project, a member of the school's senior management team and an external facilitator. My role is as researcher, initially interviewing participants and observing meetings where they examine data and reflect on classroom practices. My analysis of research data finds that learning conversations are complex. Multiple interdependent factors are at play in teachers' professional discussions. Three interrelated threads - beliefs, relationships and structures - provide the framework for the analysis and are examined in detail. I use a weaving metaphor to explain their interaction and to describe the development and outcomes of the teachers' learning conversations. As the groups' work evolves and the threads are woven together, two aspects are recognised in the cloth. Firstly, contradictions arise and these reveal the two sidedness of the fabric of learning conversations. One side represents the ideal as described in current research literature, and expressed in the voices of educational leaders and in the hopes and dreams of participants in this study. The other side represents the reality of such conversations in practice. Secondly, the research describes an emerging learning community embarking on a new project. The fabric of its learning conversations is at times weak and fragile; threads tangle and fray, the texture is loose and lumpy. Previous structures have to be dismantled and old practices unravelled before new approaches can take hold. Developing learning conversations is found to be a complicated and complex process. Finally, consideration is given to implications for researchers, educators and policy makers if planning to implement and support learning conversations is to be effective. Challenges for researchers include: building knowledge of the secondary school context, particularly factors which support learning for disadvantaged and underachieving students at junior levels; continuing the investigation of the nature of teachers' work in the new professional learning environment that is developing in New Zealand and internationally - and supporting teacher research into that development; and further examination of the factors that contribute to contradictions in teachers learning conversations so that practitioners can be more aware of them and develop interventions that are more likely to realise the potential that learning conversations promise.  Recommendations for educators and policymakers focus on strengthening the threads that build the framework of teachers' learning conversations: beliefs, relationships and structural and systemic factors so that professional learning conversations can be implemented effectively.</p>

Increasing Global Awareness through Professional Learning Community: A Study from LATTICE

2018 ◽  
Vol 2 (2) ◽  
pp. 71-86
Author(s):  
Dion Efrijum Ginanto
Keyword(s):  
Learning Communities ◽  
Learning Community ◽  
Professional Learning ◽  
School Quality ◽  
School Context ◽  
Global Perspective ◽  
School Level ◽  
Global Awareness ◽  
Cross Cultural Education ◽  
K 12

Using three components of PLCs by DuFour (2004), I explored the learning communities at LATTICE (Linking All Types of Teachers to International, Cross-cultural Education). DuFour (2004) argued that PLCs is a form of learning communities held at the school level to improve the school quality. It means PLCs happen in the school context. However, Easton (2011) contended that learning community could happen inside or outside schools. This paper intends to analyze a learning community at LATTICE in creating more global perspective teachers. The study found that PLC s can also occur outside schools by including participants other than teachers. Based on the interviews and observations analysis, this study found that LATTICE did reflect PLCs and significantly helped K-12 educators foster their global understanding.

scholarly journals The Development of Teacher Development Innovation for Enhancing Students’ Learning Achievement in Rajaprajanugroh 50 School under the Office of Special Education Administration

2020 ◽  
Vol 10 (2) ◽  
pp. 203
Author(s):  
Narongrat Choktanaprasit ◽  
Chalard Chantarasombat ◽  
Pha Agsonsua
Keyword(s):  
Learning Community ◽  
Teacher Development ◽  
Professional Learning ◽  
School Administrators ◽  
Lesson Plan ◽  
Learning Activity ◽  
Learning Achievement ◽  
Special Education Administration ◽  
School Network ◽  
Effectiveness Index

The objectives of this research were to: 1) create and specify the achievement goal of developing the innovation for enhancing the learning achievement of schools, 2) develop the potentiality of teachers and educational staffs in enhancing learning achievement of schools with the application of the ESC in coaching and mentoring, 3) monitor and enhance learning achievement of schools, The development and participatory action research were employed through the application of ESC. Research tools consisted of the learning activity package, teaching observation forms, narrative recording form, lesson plan analysis recording form, teaching reflection recording form, and criteria of activity implementation. Statistics used were percentage, mean, standard deviation, effectiveness index and the statistics in hypothesis testing. The results revealed that: 1) The school performed learning transformation project to enhance students’ learning achievement in terms of memorandum of cooperation with the networking schools. 2) The results of the overall development of the potential of teachers and school administrators showed: (1) the efficiency of both activities and tests were 90.96/81.02 which were higher than the committed standard 80/80, (2) the effectiveness index after training was higher than before at 0.7480 showing an increase of knowledge of 74.80%, (3) the mean score of after training was significantly higher than before at the level of 0.01, and (4) there were no statistically significant differences in mean scores on learning retention. 3) The monitoring performance of co-researchers showed the increase in knowledge, practicing, and feeling. 4) The Professional Learning Community building started up with (1) collaboration of all stakeholders, (2) studying and analyzing information, (3) specifying target and indicator, (4) planning and building up a network, (5) presenting learning co-design, (6) trying out innovation after the ESC actions, and (7) sharing the ESC in the school and school network. 

scholarly journals What Counts in the Development of Teachers' Learning Conversations?: a Case Study of a Group of New Zealand Educators Working Together to Improve Learning Outcomes for Students in Year 9 Classes

2021 ◽  
Author(s):  
◽  
Jeannette Grundy
Keyword(s):  
New Zealand ◽  
Secondary School ◽  
Learning Community ◽  
Professional Learning ◽  
School Context ◽  
Research Literature ◽  
Case Study Methodology ◽  
Learning Conversations ◽  
Underachieving Students

<p>This research was undertaken in a New Zealand secondary school. Using case study methodology, it examines teachers' learning conversations as they work together in a group to improve outcomes for underachieving students in Year 9 classes. Participants include four teachers from different departments working collaboratively in a team teaching project, a member of the school's senior management team and an external facilitator. My role is as researcher, initially interviewing participants and observing meetings where they examine data and reflect on classroom practices. My analysis of research data finds that learning conversations are complex. Multiple interdependent factors are at play in teachers' professional discussions. Three interrelated threads - beliefs, relationships and structures - provide the framework for the analysis and are examined in detail. I use a weaving metaphor to explain their interaction and to describe the development and outcomes of the teachers' learning conversations. As the groups' work evolves and the threads are woven together, two aspects are recognised in the cloth. Firstly, contradictions arise and these reveal the two sidedness of the fabric of learning conversations. One side represents the ideal as described in current research literature, and expressed in the voices of educational leaders and in the hopes and dreams of participants in this study. The other side represents the reality of such conversations in practice. Secondly, the research describes an emerging learning community embarking on a new project. The fabric of its learning conversations is at times weak and fragile; threads tangle and fray, the texture is loose and lumpy. Previous structures have to be dismantled and old practices unravelled before new approaches can take hold. Developing learning conversations is found to be a complicated and complex process. Finally, consideration is given to implications for researchers, educators and policy makers if planning to implement and support learning conversations is to be effective. Challenges for researchers include: building knowledge of the secondary school context, particularly factors which support learning for disadvantaged and underachieving students at junior levels; continuing the investigation of the nature of teachers' work in the new professional learning environment that is developing in New Zealand and internationally - and supporting teacher research into that development; and further examination of the factors that contribute to contradictions in teachers learning conversations so that practitioners can be more aware of them and develop interventions that are more likely to realise the potential that learning conversations promise.  Recommendations for educators and policymakers focus on strengthening the threads that build the framework of teachers' learning conversations: beliefs, relationships and structural and systemic factors so that professional learning conversations can be implemented effectively.</p>

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