Cal-PASS Professional Learning Community
Professional learning communities provides opportunities to have meaningful collaboration. The PLC permits teachers to work together to learn about and focus on a topic, collect and analyze data and provide an emotionally safe place where teachers are free to take risks, which helps build a strong community.
The stakeholders that should be included in this conversation should be the teacher and her PLC team, the instructional coach, and the school leader. The school leader should hold a constructive conversation with the teacher about the quality of instruction, teacher assignments, and student work.
The school leader should look at assessment data first before talking to teacher to make any decisions. The school leader should share the data …show more content…
Numbers are significant, but teachers need to look for root causes of students' learning complications. Teachers must see that data provides various information that can help teachers know their students and themselves as expert. “The model and philosophy of teachers working together in a Cal-PASS Professional Learning Community environment is gaining momentum in schools across the country, allowing intersegmental colleagues as well as content-specific colleagues to interact and make decisions as a group effort. The innovations that have been created by Cal-PASS have been shown by data to be an effective way to change education systems. Taking action with data lead to solutions that work” (Brown, Rodecker, & Valdez, …show more content…
“Aside from student learning gains, professional communities also provide lasting benefits for teachers, which result in higher human, professional, and social capital. Reduction in isolation among teachers, increased commitment to the mission and goals of the school, and shared responsibility are a few of the many benefits associated with PLCs. It is through participation in professional learning communities that teachers become well informed, professionally renewed, and inspired to promote student excellence” (Wilson, 2016).
The PLC should work closely to set common goal, collect data. Based on the data, the members of the team should help, provide support and feedback for the students to meet expectations, demonstrate understanding and proficiency on their DIBES benchmark assessment. PLC team members will share the goals for the students’ growth, student data, monitor student progress, and collaborate to plan instructional strategies to support students’ needs and to meet the final
The stakeholders that should be included in this conversation should be the teacher and her PLC team, the instructional coach, and the school leader. The school leader should hold a constructive conversation with the teacher about the quality of instruction, teacher assignments, and student work.
The school leader should look at assessment data first before talking to teacher to make any decisions. The school leader should share the data …show more content…
Numbers are significant, but teachers need to look for root causes of students' learning complications. Teachers must see that data provides various information that can help teachers know their students and themselves as expert. “The model and philosophy of teachers working together in a Cal-PASS Professional Learning Community environment is gaining momentum in schools across the country, allowing intersegmental colleagues as well as content-specific colleagues to interact and make decisions as a group effort. The innovations that have been created by Cal-PASS have been shown by data to be an effective way to change education systems. Taking action with data lead to solutions that work” (Brown, Rodecker, & Valdez, …show more content…
“Aside from student learning gains, professional communities also provide lasting benefits for teachers, which result in higher human, professional, and social capital. Reduction in isolation among teachers, increased commitment to the mission and goals of the school, and shared responsibility are a few of the many benefits associated with PLCs. It is through participation in professional learning communities that teachers become well informed, professionally renewed, and inspired to promote student excellence” (Wilson, 2016).
The PLC should work closely to set common goal, collect data. Based on the data, the members of the team should help, provide support and feedback for the students to meet expectations, demonstrate understanding and proficiency on their DIBES benchmark assessment. PLC team members will share the goals for the students’ growth, student data, monitor student progress, and collaborate to plan instructional strategies to support students’ needs and to meet the final