Tuesday, May 20, 2008
Ch. 8 PLC
Hey Dianne. I'm thinking you are wanting us to take the initiative and start our own posts now? : ) I know I have no idea if this is going to post or not but I figured I'd go ahead and say a few things about Chapter 8. So, here goes......I do agree that the Professional Learning Communities are more effective than traditional staff developments. For one, there are less people in the PLCs and I think it makes for a better atmosphere. I know in our faculty meetings and staff developments there are usually bigger crowds and usually the same people are the ones that are more vocal. The smaller groups will allow for more in-depth discussions and it allows for everyone to have a say without creating a LONG meeting. Each PLC can have a common goal. The smaller groups also allow for the individual teachers to share their experiences, and we can have follow up and reflection meetings which will be valuable, too. The PLCs seem to encourage more discussion and I believe the PLC can be effective if a common goal is set and everyone in the group is on board for the same purpose.
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5 comments:
I am so behind in my reading right now. I've been reading for pleasure (may I recommend "The Christopher Killer" by Alane Ferguson for those of us who enjoy a good murder whodunit and CSI-type shows?). I truly like the idea of the PLCs and the interaction that it provides. We can learn from each other. As the lone ESOL teacher, though, I feel "left out" because I don't have anyone else in the school building to discuss the issues that our ELLs face and strategies that will meet their unique needs. As our ESOL population grows, though, all of us will have to become ESOL teachers to help students learn the content that they must learn. This is where the PLCs will be so helpful.
Our principal, I think, understands the need for this more personal professional development among the faculty. However, it seems that sometimes this type of inquiry based learning that we as professionals embrace is not practiced in the classroom with students. As Michael pointed out, sometimes we get bogged down on the standards that we are expected to cover in time for these all-too-important standardized, state/federal mandated tests we must give. (The rebel in me keeps telling me that one day, I will need to lead a revolt against them! I just haven't found the courage, yet.)
The other issue is time--when do we make time for this kind of real and meaningful professional development? I know many faculty members resent giving up portions of planning periods to participate in book study; others do not want to stay after school more than one day a week. I feel that our common planning times are often coopted for other things, and we don't always get to plan with colleagues effectively. Mr. Mooneyham and I have begun planning in the hall between classes!
I also like the idea of PLCs, but don't believe I've ever been involved in one like the author describes. Around here, we get together and create sketches of unit plans, but we don't really discuss them standard for standard or even how to really address the standards. I didn't even realize until the EOC testing how unfocused on the standards our common planning really is. We discuss what books to teach and which elements we feel are the most important, but we don't really personalize the standards for ourselves or our students the way the teachers in the book seem to do. I would really like to see our staff development meetings turn into something "devolopmental" so that we're not all sitting there watching the clock.
I wonder what would happen if we met during the summer for a day to outline the units for the year and "attach" the standards in an initial plan. Then during the year, the standards part could be refined and personalized. I would really like us to discuss other things such as differentiating instruction for the "special needs" students in our classes, such as the ELLs, who have truly struggled to get ready for the EOCs and HSAP this year. I've watched them work through the practice tests. I can help them with English, but the other content areas--I am little help because I don't know the content anymore. I believe that they "know" the material, but they have difficulty translating their knowledge into test answers.
I realize that I am a lone ranger when it comes to the needs of the ELLs, but we also have other special needs students in our classes--students with IEPs and 504s, and we need to find ways to make our content accessible to all students.
I agree with Coach Hughes. I think the smaller groups work much better. We really need to capitalize on the experts we have right here. All of us know what best practice is, it is just finding time to put it to practice. The problem in the high school is that we have some subjects where only one person teaches the subject. (e.g. French). Perhaps these people could be allowed time to meet with educators from other schools or districts to develop units and short term assessments to measure mastery. I've become frustrated as an educator from time to time when common planning meetings of those of us teaching the same subject get side-tracked and seem to lack focus. I think the author reiterates over and over that these meetings are to focused on the unit at hand and the assessment and discussion of needed changes to help the learner master the skill. Also I think we often need training on creating accurate assessments which really measure what it is the standard is asking and at a level that requires students to think - not just rote memory.
I do enjoy participating in professional learning communities. I don't think we ever have enough "professional" time in this system. I'm afraid as the author warned we too often use what time for PLCs that we have doing anything but what they are designed to do. Instead of really getting into deep discussions about what is working or what bombed in a class and trying to refine and reexamine, we just turn the PLC time into gripe time.
I don't totally agree with the author about workshops, though. While I have been to some worthless workshops and conferences, I've also been to some where I went away with a lots of great material that I could modify and actually use in my classes. The problem is that sometimes you don't know if a workshop will be beneficial until after you've paid for it and attended it! With PLCs properly used, all of the time should be beneficial.
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