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• W1517963229 abstract "AbstractThis article reviews teacher professional development norms as they are shifting toward collaborative practice. It is posed that passive and individual practices are inadequate to prepare teachers to integrate the academic skills that learners need for both workforce and college readiness. Promising practices in professional development are identified. Specifically, learning in a professional community is considered to be more effective than traditional professional development methods. This paper discusses aspects of professional learning communities that could be incorporated into Adult Basic Education programs to improve teaching and learning.IntroductionTeacher learning has gone through a reform movement over the past decade as prevailing belief links high-quality professional development (PD) to higher-quality teaching and high-quality teaching to student achievement (Borko, 2004; Smith, 2010; Desimone, 2009; Darling-Hammond, Wei & Andree, 2010; Yoon, Duncan, Lee, Scarloss & Shapely, 2007). Appropriate conditions and characteristics of PD augment the potential for depth of understanding that leads to change in teaching practice. This is a shift from passive and intermittent PD to that which is active, consistent, based in the teaching environment, and supported by peers in a professional learning community (PLC). PLCs that have demonstrated success are comprised of teachers from the same school who have autonomy to select their learning objectives and have gone through training on how to collaborate (Mindich & Lieberman, 2012).Learning communities thrive when all participants are invested in the work they are doing. If members of a learning group do not feel comfortable together, they may not be able to offer or receive feedback in a constructive manner. Difference of opinion and critical analysis of work should be discussed in an environment in which all have contributed to the organization of the group. This can be achieved in part with a needs assessment at the beginning of a group's time together. If a formal or informal needs assessment is conducted to organize and plan the group's work together, a group can become cohesive. If cohesion of the group does not happen, members are not able to honestly critique one another and the cycle of feedback and improvement will not take place which undermines the potential for a PLC to improve teaching.Knight (2011) lists seven partnership principles that outline a healthy group learning environment in which teachers are personally motivated (see Table 1). Attending to these seven principles invites dialogue between group members to facilitate an equitable working environment. This dialogue allows participants to construct a learning environment that is relevant to each. The foundation of the partnership principles is that people are motivated by goals that are their own. When all are committed to common goals resistance to constructive criticism is diminished (Knight, 2011). PLCs that attend to these principles invite honest feedback and can motivate teachers to innovate together.After a PLC is formed, collaboration should happen cyclically as teachers work together to identify needs for improvement and act upon those needs. These groups must commit to working together over the course of a semester or longer with the goal of professional improvement. The length of time is important, but more important is the process. Teachers should look critically at student work and data to identify specific gaps in student learning. Ideally, teachers work together in cycles to revise lessons and implement them with observation and feedback (Jaquith, Mindich, Wei, & DarlingHammond, 2010). The mission of a PLC is to gain a deeper understanding of how students learn content and then to apply that understanding to how content is taught.A PLC should understand all phases of a project that make up the cycle of continuous improvement (see Figure 1). …" @default.
• W1517963229 created "2016-06-24" @default.
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• W1517963229 date "2014-01-01" @default.
• W1517963229 modified "2023-09-23" @default.
• W1517963229 title "Transforming Professional Development to Professional Learning." @default.
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