RSA3: Teachers click with shared content and anytime access

RSA3: Teachers click with shared content and anytime access

As schools continue to adjust to the ever-changing Web 2.0 experience, at least one thing remains a constant, collaboration. By working together, professionals address a characteristic of a quality professional learning community. While there are many tools out there to encourage collaboration, it is challenging to find a one size fits all for a district.  Forsyth County Schools in Georgia has taken on a Web 2.0 approach to professional learning by encouraging sharing, networking and design with staff.

An enormous benefit of sharing is the quantity of work available to an individual increases instantly.  When teachers compile learning objects, such as documents, graphics, simulations, video, sound, and other media tools to engage students, every staff member has quality materials to use for the benefit of the students (Pijanowski, 2010). 

            Networking can sound like a newer technical term, but in reality teachers have been networking for years.  By networking with other teachers who share common interests such as the grade level or content, a single staff member can gather new information to share with their team, building or district. Creating networks with a common purpose are more likely to bond and be successful (Sun, Heath, Byrom, Phlegar & Dimock, 2000). These new ideas can be shared through a learning management system, providing everyone with access to quality ideas, tested practices and additional resources.

            Lastly, keeping in mind the rapidly changing online world and the variety of skill levels that teachers posses, districts must adequately prepare the staff to encourage success. While compiling all this information with colleagues may sound like a daunting task, starting small can encourage success.  As teachers post their own work and realize that they will walk away from this experience with some great content of others, the positive learning experience can be contagious (Pijanowski, 2010). 

Pijanowski, L. (2010). Teachers click with shared content and anytime access. Journal of Staff Development,31(1), 30-33. Retrieved from http://web.ebscohost.com.cucproxy.cuchicago.edu/ehost/detail?sid=ff51077b-f32a-4176-9413-1c3baed8a590@sessionmgr111&vid=13&hid=127&bdata=JkF1dGhUeXBlPWNvb2tpZSxpcCxjcGlkJmN1c3RpZD1zODQxOTIzOSZzaXRlPWVob3N0LWxpdmU=

Sun, J., Heath, M., Byrom, E., Phlegar, J., & Dimock, K. V. (2000). Planning into practice: Resources for planning, implementing, and integrating instructional technology. (p. 130). Austin: SEIR TEC partners. Retrieved from http://www.serve.org/uploads/publications/PlanningintoPractice.pdf

RSA2: Teaming in the Middle School:Improve It or Lose It

RSA2: Teaming in the Middle School:Improve It or Lose It

Teaming in the Middle School: Improve It or Lose It

            Do you feel like your team just isn’t making the cut?  As many schools across the nation address budget concerns, you can help ensure your team yields the expected results.  According to Rottier (2000), teachers must “improve the foundation of teaming by establishing team goals, sharing the workload among team members, and determining team ground rules” (p. 214). It is recommended that goals be specific, measurable and frequently referenced by the team in order to provide a clear focus for the team.  A team that works cohesively during team meetings creates a sense a community where each member feels supported by the others. While some team members may prefer the backseat role, the team is less valuable when members do not share equal responsibility. Establishing grounds rules for the team is a valuable step in making team-meeting time as profitable as possible (Rottier, 2000).

            Imagine if your team all attended the same professional development and were expected to implement proven strategies to raise achievement.  In addition to the areas mentioned above, many have argued that staff development focused on teaming and curriculum content also impact student performance. Student achievement was higher when professional development focused on how students learn (American Educational Research Association, 2005). One benefit of teaming is that it provides support to teachers and gives them information to meet the wide range of student abilities (Rottier, 2000). By devoting professional development and team time to researched teaching strategies, both students and teachers will be rewarded.

            While adequate time for professional development is essential, studies show that by itself, more time does not guarantee success (American Educational Research Association, 2005). This is an area of concern as most school districts encourage professional development, yet the student growth is not always a result.

Rottier, J. (2000). Teaming in the Middle School: Improve It or Lose It. Clearing  House, 73(4), 214-216. Retrieved from http://web.ebscohost.com.cucproxy.cuchicago.edu/ehost/detail?sid=f6a4f5e6-5214-49e3-bb6f600a3850f18a@sessionmgr115&vid=1&hid=124&bdata=JkF1dGhUeXBlPWNvb2tpZSxpcCxjcGlkJmN1c3RpZD1zODQxOTIzOSZzaXRlPWVob3N0LWxpdmU=

American Educational Research Association. (2005). Teaching teachers: Professional development to improve student achievement. Research Points,3(1), 1-4.

Retrieved from http://www.aera.net/Portals/38/docs/Publications/Teaching Teachers.pdf

RSA1: Team Check Up

RSA1: Team Check Up

Team Check Up article

While many of us have written about and been exposed to PLC’s, it is time we also evaluate whether or not they are effective.   Determining the effectiveness of our own team not only allows us to evaluate our strengths, but also focus on our weaknesses and make improvements.  Research and classroom practice have yielded profound knowledge about which strategies have the greatest impact (Morris, 2012). With new research providing clues into what works best, schools can benefit from training and resources highlighting the most effective teaching strategies. In addition to research based strategies, the value of teams working together to create common language helps improve practice and professional development. (Morris, 2012). Using both common language and researched based strategies can help your PLC develop.

Another piece of evaluating your PLC draws attention to shared responsibility and the mentality that working together is more effective than working individually. Taking into consideration the busy schedules we all lead, it’s probably not surprising to learn that Joyce and Showers find that less than 10% of what teachers learn in workshops actually make it back to the classroom (as cited in Morirao, 2012, p. 33). While the information may sound valuable and useful at the time, we can almost always agree it ends up buried or filed away. One roadblock is time, while many of us also struggle to work with other professionals in our district by choice. The level of collaboration and communication between teachers continues to grow as schools are organized to support the collaborative culture of a professional learning community (Dufour 2011). 

It is recommended that “learning clubs”, a team of four to eight teachers meet, discuss and refine their instructional practices (Moirao, 2012). With the right support in school, those once hopeful strategies can actually see the light of day.  Implementation increases to 90% when an effective support system is utilized. Learning clubs need to be adequately supported by the school administrators and the district if they expect to change the mentality that teachers have towards shared responsibility.

           

Dufour, R. (2011, February). Work together but only if you want to. Kappan, 92(5), 57-61.

Moirao, D. R., Morris, S. C., Klein, V., & Jackson, J. W. (2012). Team Check-Up: Use 4 Goals to Assess a Professional Learning Community's Effectiveness. Journal Of Staff Development, 33(3), 32-36.