Recommended Implementation Strategies

2017 ◽  
pp. 106-128
Keyword(s):  
Learning Communities ◽  
Learning Strategies ◽  
Professional Learning ◽  
Implementation Strategies ◽  
Professional Collaboration ◽  
Learning Networks ◽  
School Cultures ◽  
Student Centered ◽  
Lateral Capacity ◽  
Copy And Paste

Learning for both students and teachers is not a one-size fits all or a copy and paste operation. For teachers to value and create student-centered classrooms, they must experience professional learning in a personalized and embedded manner. Supportive school cultures recognize the value of professional collaboration and actively seek to connect educators in meaningful ways. Technology must be used as a tool for learning and not an entity unto itself to meet the challenges of tomorrow's workforce. Personalized professional learning, incorporating coaching, modeling, reflection, collaboration, and professional learning communities build both internal and lateral capacity through a carefully planned environment involving stakeholders. This chapter encompasses recommendations for implementing personalized professional learning strategies to connect institutional knowledge and practices through professional learning networks (PLN), interactions, collaborative conferencing, and coaching.

scholarly journals Schools as Professional Learning Communities

2018 ◽  
Vol 7 (5) ◽  
pp. 76 ◽  
Author(s):  
Markku Antinluoma ◽  
Liisa Ilomaki ◽  
Pekka Lahti-Nuuttila ◽  
Auli Toom
Keyword(s):  
Cluster Analysis ◽  
School Culture ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
Professional Learning ◽  
Well Being ◽  
Professional Collaboration ◽  
Maturity Level ◽  
School Cultures ◽  
Operational Characteristics

The main objectives in building professional learning communities are to improve teachers’ professionalism and well-being, and create positive impacts on student learning. It is a question of changing the school culture. The main objective of this quantitative study was to investigate the maturity level of thirteen Finnish schools as professional learning communities from the perspectives of school culture, leadership, teaching, and professional development. The participants’ perceptions indicated a culture of collegiality, trust and commitment as common strengths at all schools. The school cultures supported professional collaboration, and the teachers had the knowledge, skills and dispositions to engage in professional collaboration. The challenges were related to structural conditions, especially the lack of collaboration time. Three school profiles were identified in the cluster analysis from the viewpoint of maturity as professional learning communities. Statistically significant differences between the three clusters were found in organizational and operational characteristics.

Learning Communities

2021 ◽  
pp. 347-365
Author(s):  
Heather Robinson ◽  
Whitney Kilgore ◽  
Aras Bozkurt
Keyword(s):  
Community Development ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
Professional Learning ◽  
Phenomenological Approach ◽  
Content Area ◽  
Community Leader ◽  
Learning Networks ◽  
Similarities And Differences ◽  
Qualitative Phenomenological

The purpose of this chapter is to present the similarities and differences of three learning communities: communities of practice (CoPs), professional learning communities (PLCs), and professional learning networks (PLNs). For this purpose, researchers adopted a qualitative phenomenological approach and interviews with three connected educators and content area experts were conducted regarding their views, perceptions, and experiences of the various learning communities and how technology (specifically Twitter) is used as part of their learning in an open community. Additionally, the interviews helped explain the current practices in community development and support, the evolution from a lurker to a contributor to a community leader, and the evolution from a community to a network.

scholarly journals #iteachmsu Centering an Educator Learning Community (ELC)

2021 ◽  
Vol 40 (1) ◽  
Author(s):  
Erik Skogsberg ◽  
Melissa McDaniels ◽  
Madeline Shellgren ◽  
Patricia Stewart ◽  
Makena Neal
Keyword(s):  
Social Networking ◽  
Learning Communities ◽  
Learning Community ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Teaching Assistants ◽  
Learning Networks ◽  
Scholarship Of Teaching ◽  
Faculty Learning Communities ◽  
K 12

Many scholars recommend preparing faculty for educator roles. Faculty Learning Communities, The Scholarship of Teaching and Learning (SoTL), and teaching centers represent common preparatory approaches. But faculty and teaching assistants report time, disciplinary disconnects, and lack of incentives as ongoing barriers. Inspired by K-12’s professional learning networks and “hashtag activism,” the authors’ university launched #iteachmsu. #iteachmsu combines practices of social networking with a digital and in-person teaching “commons.” Through #iteachmsu, the authors hope to further shift campus cultures in the age of COVID-19, centering teaching and learning as a valuable and ongoing focus for an educator learning community (ELC).

The Emergence of Student-Centered Teaching in Professional Learning Networks on Twitter

2017 ◽  
pp. 179-199
Author(s):  
Anna Noble ◽  
Patrick McQuillan ◽  
Shaneé Wangia ◽  
Kate Soules
Keyword(s):  
High Schools ◽  
Learning Environments ◽  
Professional Learning ◽  
Student Voice ◽  
Secondary School Teachers ◽  
Learning Networks ◽  
Student Centered ◽  
Student Interests ◽  
Teachers And Students ◽  
Current Context

Too many U.S. high schools are ineffective institutions—nurturing neither the growth and enrichment of students nor that of teachers. To understand these failings, at least in part, one needs to realize that many schools are anonymous, demeaning institutions for students and teachers alike. While there is no simple panacea for the challenges facing secondary school teachers and students, student-centered teaching holds considerable promise, offering a means to enrich learning while empowering both students and teachers. Despite this promise, in the current context teachers face formidable constraints to enacting such practices. Nonetheless, some teachers balance mandated curricular goals with student interests, creating learning environments where student choice and student voice figure prominently. The case studies in this chapter offer a sense for how this can occur, to the betterment of both teachers and students. And in these instances, teachers' use of Twitter networks contributed notably to these outcomes.

A Professional Collaboration Model

2010 ◽  
Vol 16 (5) ◽  
pp. 288-294
Author(s):  
Oliver F. Jenkins
Keyword(s):  
Professional Learning Communities ◽  
Learning Communities ◽  
Professional Learning ◽  
Professional Collaboration ◽  
Collaboration Model ◽  
Team Planning

Team planning is explored in light of information drawn from professional learning communities.

Virtual Organizing Professional Learning Communities through a Servant-Leader Model of Appreciative Coaching

2010 ◽  
pp. 183-206 ◽  
Author(s):  
Kam Hou Vat
Keyword(s):  
Higher Education ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
Professional Learning ◽  
Appreciative Inquiry ◽  
Servant Leader ◽  
Student Centered ◽  
Educational Institute ◽  
Collaborative Learning Environment ◽  
Development Practice

This case investigates a set of empowerment concerns in the context of transforming classes of student and teacher learners (considered as department-wide learning units in higher education) into professional learning communities (PLCs). In particular, we are interested in enhancing student learning through designing a collaborative learning environment in support of problem-based learning, based on the concept of virtual organizing the various PLCs distributed throughout a higher educational institute. Of specific interest in our exploration is the generative potential of a servant-leader model of student-centered education in support of the PLCs nurtured by the development practice of appreciative coaching adapted from the established positive change paradigm of appreciative inquiry.

Learning Communities

2020 ◽  
pp. 72-91 ◽  
Author(s):  
Heather Robinson ◽  
Whitney Kilgore ◽  
Aras Bozkurt
Keyword(s):  
Community Development ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
Professional Learning ◽  
Phenomenological Approach ◽  
Content Area ◽  
Community Leader ◽  
Learning Networks ◽  
Similarities And Differences ◽  
Qualitative Phenomenological

The purpose of this chapter is to present the similarities and differences of three learning communities: communities of practice (CoPs), professional learning communities (PLCs), and professional learning networks (PLNs). For this purpose, researchers adopted a qualitative phenomenological approach and interviews with three connected educators and content area experts were conducted regarding their views, perceptions, and experiences of the various learning communities and how technology (specifically Twitter) is used as part of their learning in an open community. Additionally, the interviews helped explain the current practices in community development and support, the evolution from a lurker to a contributor to a community leader, and the evolution from a community to a network.

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