The goal of this learning module is to provide teachers and administrators with resources to employ facilitation skills, create trust among colleagues, develop collective wisdom, build ownership, and take action to support student learning.
Just as when travelers are on vacation there are many paths to the same destination, the same is true of this learning module. Differentiated objectives have been established for the participants so they can choose the route relevant to their learning needs. By the conclusion of this module, the learner will:
The Assessment section of this module will explain the manner in which mastery of these objectives can be met and shared to receive credit for learning.
This module has been aligned with the Learning Forward's (2015) Standards for Professional Learning.
Just as when travelers are on vacation there are many paths to the same destination, the same is true of this learning module. Differentiated objectives have been established for the participants so they can choose the route relevant to their learning needs. By the conclusion of this module, the learner will:
- Examine his/her current level of understanding of the barriers to PLC implementation (Part 1 of self-reflection narrative)
- Evaluate his/her growth in knowledge related to overcoming barriers to PLCs via a self reflection narrative (Part 2 of self-reflection narrative)
- Create a plan for participating in PLCs within his/her setting
- Create a plan that advocates for PLC participation for educators who may be experiencing roadblocks to participating in PLCs (format could be ppt, written plan, creation of a video, etc.)
The Assessment section of this module will explain the manner in which mastery of these objectives can be met and shared to receive credit for learning.
This module has been aligned with the Learning Forward's (2015) Standards for Professional Learning.
- Learning Communities: Professional learning that increases educator effectiveness and results for all students occurs within learning communities committed to continuous improvement, collective responsibility, and goal alignment
- Leadership: Professional learning that increases educator effectiveness and results for all students requires skillful leaders who develop capacity, advocate, and create support systems for professional learning
- Resources: Professional learning that increases educator effectiveness and results for all students requires prioritizing, monitoring, and coordinating resources for educator learning
- Learning Designs: Professional learning that increases educator effectiveness and results for all students integrates theories, research, and models of human learning to achieve its intended outcomes
Terms of Use: The learning cycle featured in this project is based on the STAR Legacy Cycle developed by the IRIS Center (2013;http://iris.peabody.vanderbilt.edu/) and based on the work of Dr. John Branford and colleagues (National Research Council, 2000).