Organizational Models for Teacher Learning

Caskey, Micki M.; Carpenter, Jan

doi:10.1080/00940771.2012.11461830

Cited by 12 publications

(3 citation statements)

References 22 publications

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“…What is a professional learning community? The benefits of professional learning communities Many educators report the benefints of working in PLCs (Caskey & Carpenter, 2012). PLCs can have a positive impact on teachers and their instruction and thus can enhance student performance (DuFour, 2011;Linder, Post, & Calabrese, 2012).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Professional Learning Communities Supporting Professional Development of Teacher Educators in Myanmar Education Colleges

Myint Lay

2024

TEL-hun

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Teachers need to improve their teaching skills to increase the learning benefits of their students. Professional learning communities not only cater to the needs of individual teachers and the whole staff, but also improve the quality of their teaching, and through this, boost their students’ achievement. In a professional teaching community, the key toimproved learning for students is the continuous learning of teachers (Bryk, Camburn & Louis, 2009). The professional learning community (PLC) is becoming a popular techniquefor teachers' professional development, and, as a result, there is a need for research that explores their impact. This study aims to map the effects of the implementation of professional learning communities at a Myanmar Education College, how they impact on the quality of teacher educators’ work, and, hopefully, in turn, on their student teachers’ achievements. Methodically, the study used a qualitative approach and a random sample to obtain data from teacher educators at Monywa Education College, who answered open-ended interview questions. The data revealed that there is a need for more PLCs of teacher educators to nurture their professional development and for the provision of extensive pedagogical support for the operation of PLCs in the current situation.

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Section: Theoretical Backgroundmentioning

confidence: 99%

Professional Learning Communities Supporting Professional Development of Teacher Educators in Myanmar Education Colleges

Myint Lay

2024

TEL-hun

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“…Dalam hal ini guru akan mampu bekerjasama berbagai komponen lainnya dalam menjalankan program baik dengan guru lain maupun administrator sekolah sehingga ada dialog kolegial dan seluruh guru diberi kesempatan untuk berpartisipasi. Dukungan mencakup pertimbangan seperti penyediaan waktu bagi guru untuk berkolaborasi, meninjau strategi instruksional, dan mempertimbangkan pengaruh pembelajaran siswa (Caskey & Carpenter, 2012;Supovitz & Christman, 2005).…”

Section: Bentuk Kepemimpinan Guruunclassified

“…Pada forum ini dapat dijadikan sebagai forum untuk merefresh dari program-program sekolah. PLC terdiri dari pertemuan yang terjadwal secara teratur untuk guru dan staf lain untuk meninjau data prestasi siswa dan membuat penyesuaian yang (Caskey & Carpenter, 2012). Oleh karena itu, menyediakan waktu pertemuan baik dalam jangka waktu pendek dan jangka waktu panjang bagi guru sangat penting bagi PLC di sekolah.…”

Section: Proses Pengambilan Keputusan Pimpinanunclassified

Eksplorasi Professional Learning Community (PLC) pada Dimensi Supportive and Leadership di Sekolah Dasar Program Khusus

Ardhi,

Praptiwi,

Ernawati

2024

edukasia

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Supportive leadership in the teacher community in schools has an important meaning for the formation of professional learning communities. The purpose of this study was to explore the experiences of teachers involved in the application of PLCs which were limited to the dimensions of Supportive and shared leadership in Special Program-based primary schools. The research approach used case studies. The source of data in this study was 15 teachers in 2 special program elementary schools located in Boyolali district, Central Java, Indonesia. Data collection using semi-structured interviews. The data in this study was analyzed using thematic analysis techniques. The results of this study found that there are 11 themes that describe the dimensions of supportive and leadership, namely (1) types of leadership support (2) school leadership strategies (3) forms of teacher leadership (4) means of leadership guidance (5) forms of implementing decisions (6) leadership attitudes (7) evaluation of decision implementation (8) teacher collaboration (9) collaboration media (10) forms of teacher responsibility to the community and (11) leadership roles.

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Using Common Planning Time to Foster Professional Learning

Dever¹,

Lash²

2013

Middle School Journal

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Organizational Models for Teacher Learning

Abstract: Common planning time allows a team of teachers to interact as a community of learners. photo by John Lounsbury

Cited by 12 publications

References 22 publications

Professional Learning Communities Supporting Professional Development of Teacher Educators in Myanmar Education Colleges

Professional Learning Communities Supporting Professional Development of Teacher Educators in Myanmar Education Colleges

Eksplorasi Professional Learning Community (PLC) pada Dimensi Supportive and Leadership di Sekolah Dasar Program Khusus

Using Common Planning Time to Foster Professional Learning

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