The Experts below are selected from a list of 373776 Experts worldwide ranked by ideXlab platform
Dianne F. Olivier - One of the best experts on this subject based on the ideXlab platform.
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Sustaining Professional Learning communities: Case studies
Journal of Educational Change, 2008Co-Authors: Kristine Kiefer Hipp, Jane Bumpers Huffman, Anita M. Pankake, Dianne F. OlivierAbstract:The purpose is to document the ongoing development of two schools in becoming Professional Learning communities and the effects of meaningful collaboration on teacher Learning. The question that guides this research is: How does a school become a sustainable Professional Learning community? The theoretical framework is based on the work of Senge, Hord, Fullan, Hargreaves and Fink, and Stoll, McMahon and Thomas and includes the areas of Professional Learning community, change and sustainability. Finally, the study addresses the relationship between Professional Learning community and school culture. The methodology involves a qualitative case study approach designed to gain information regarding two emerging schools in their journeys toward developing Learning community cultures. Findings reveal the stories of each school as they evolved as PLCs and the similarities and differences that emerged. Knowing that sustaining the culture of a PLC is complex, and not to be achieved without determination and growth, we look ahead at challenges to be addressed and further research to be conducted. Finally, we offer some concluding statements and attempt to relate findings to the literature on PLCs. The intent is to identify some of the intricacies in building cultures of Learning for adults and students. As we have learned through these two stories, many things happen simultaneously, to greater or lesser degrees, at varying points in time over a period of years that seem to influence the development of a PLC. Such development seems so complex that to be able to describe discrete steps or stages is unlikely. Still we are beginning to see that some categories of activities and issues must be developed before others can emerge.
Michelle Jones - One of the best experts on this subject based on the ideXlab platform.
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Leading Professional Learning with impact
School Leadership & Management, 2018Co-Authors: Alma Harris, Michelle JonesAbstract:A great deal has been written, promised and delivered in the name of Professional Learning for teachers. The Professional Learning terrain is, without question very busy and highly lucrative. Comme...
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Professional Learning Communities: A Strategy for School and System Improvement?
Cylchgrawn Addysg Cymru Wales Journal of Education, 2017Co-Authors: Alma Harris, Michelle JonesAbstract:The purpose of this article is to reflect upon a large-scale investment in Professional Learning communities, as a strategy for school and system improvement, in Wales. The article draws upon the international research evidence about Professional Learning communities and considers issues of definition and impact. It also charts and reflects upon the progress of a system-wide approach to developing Professional Learning communities at scale. The article highlights that first, under the right conditions, Professional Learning communities have the potential to build Professional capital. Secondly, it reinforces the need for rigorous and sustained implementation if a lasting impact is to be achieved. The article offers insights and reflections upon a significant investment in Professional Learning communities, in Wales, as a strategy for school and system improvement.
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Professional Learning communities and system improvement
Improving Schools, 2010Co-Authors: Alma Harris, Michelle JonesAbstract:This article outlines the progress and impact of Professional Learning communities within, between and across schools, as part of the implementation of whole system reform in Wales. It describes the way in which Professional Learning communities are being developed to support improvement and change across the education system in Wales. The article focuses on a group of schools that piloted a model of Professional Learning communities that subsequently have become a key part of the reform process in Wales and it highlights some of the challenges faced by the schools in establishing and sustaining Professional Learning communities. The article concludes by suggesting that Professional Learning communities offer one way of generating changed Professional practice that can positively contribute to system-wide improvement.
Kristine Kiefer Hipp - One of the best experts on this subject based on the ideXlab platform.
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Sustaining Professional Learning communities: Case studies
Journal of Educational Change, 2008Co-Authors: Kristine Kiefer Hipp, Jane Bumpers Huffman, Anita M. Pankake, Dianne F. OlivierAbstract:The purpose is to document the ongoing development of two schools in becoming Professional Learning communities and the effects of meaningful collaboration on teacher Learning. The question that guides this research is: How does a school become a sustainable Professional Learning community? The theoretical framework is based on the work of Senge, Hord, Fullan, Hargreaves and Fink, and Stoll, McMahon and Thomas and includes the areas of Professional Learning community, change and sustainability. Finally, the study addresses the relationship between Professional Learning community and school culture. The methodology involves a qualitative case study approach designed to gain information regarding two emerging schools in their journeys toward developing Learning community cultures. Findings reveal the stories of each school as they evolved as PLCs and the similarities and differences that emerged. Knowing that sustaining the culture of a PLC is complex, and not to be achieved without determination and growth, we look ahead at challenges to be addressed and further research to be conducted. Finally, we offer some concluding statements and attempt to relate findings to the literature on PLCs. The intent is to identify some of the intricacies in building cultures of Learning for adults and students. As we have learned through these two stories, many things happen simultaneously, to greater or lesser degrees, at varying points in time over a period of years that seem to influence the development of a PLC. Such development seems so complex that to be able to describe discrete steps or stages is unlikely. Still we are beginning to see that some categories of activities and issues must be developed before others can emerge.
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Professional Learning Communities: Assessment--Development--Effects.
2003Co-Authors: Kristine Kiefer Hipp, Jane B. HuffmanAbstract:This presentation addresses three topics: (1) the assessment of Professional Learning communities in schools; (2) the design and development of Professional Learning communities in schools; and (3) the effects of Professional Learning communities in schools. The purpose of this brief document is to share descriptions, processes, and materials designed as part of the authors' research in the area of Professional Learning communities (PLCs) and engage participants in reflection and discussion. The paper discusses the design and development of PLCs and provides a 5-year proiect schedule. In an appendix it presents the five dimensions of a PLC: (1) supportive and shared leadership; (2) shared values and vision; (3) collective Learning and application of Learning; (4) supportive conditions; and (5) shared personal practice. Other appendices contain a "communities of continuous inquiry and improvement research protocol"; a list of PLC dimensions and critical attributes; a PLC organizer matrix; and a PLC assessment instrument. (Contains 14 references.) (WFA) Reproductions supplied by EDRS are the best that can be made from the original document. Professional Learning Communities: Assessment Development Effects. Kristine Kiefer Hipp Jane Bumpers Huffman
Kitty Kwakman - One of the best experts on this subject based on the ideXlab platform.
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factors affecting teachers participation in Professional Learning activities
Teaching and Teacher Education, 2003Co-Authors: Kitty KwakmanAbstract:This paper describes two studies into teacher workplace Learning. The first study aimed at developing a definition of teacher Learning at the workplace and at exploring factors that may affect teacher Learning at the workplace. Based on a conceptualization of teacher workplace Learning as participation in Professional Learning activities, the second study addressed two research questions to be answered by means of a survey: 1) To what extent do teachers participate in Professional Learning activities? and 2) What factors affect this participation? Results reveal great discrepancies between theory and practice in opportunities for Professional Learning at the workplace.
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Professional Learning throughout the career
International Journal of Human Resources Development and Management, 2003Co-Authors: Kitty KwakmanAbstract:This paper provides a theoretical review of the concept of "Professional Learning", and presents the contention that the very nature of Professional work has a profound impact on the Learning process of Professionals who perform such work. As Professionals are expected to learn continuously throughout their career, the main focus in this paper will be on the Learning that takes place within the Professional practice itself, since this Learning is seen as central to the process of lifelong continuous Professional development. Taking several different theories concerning Professional practice as a starting point, it will be shown that Professional Learning serves three different types of goals innovative, Professional and individual goals. As Professional Learning directed at these goals preferably takes place through reflection and interaction, the workplace is proposed to be the most appropriate setting for this Learning. Consequently, if we consider Professional Learning to be a joint responsibility between Professionals and the organisations that employ them, organisations would be well advised to enhance Professional Learning by taking measures to promote opportunities for reflection and interaction within the workplace.
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Factors affecting teachers participation in Professional Learning activities
Teaching and Teacher Education, 2003Co-Authors: Kitty KwakmanAbstract:This paper describes two studies into teacher workplace Learning. The first study aimed at developing a definition of teacher Learning at the workplace and at exploring factors that may affect teacher Learning at the workplace. Based on a conceptualization of teacher workplace Learning as participation in Professional Learning activities, the second study addressed two research questions to be answered by means of a survey: 1) To what extent do teachers participate in Professional Learning activities? and 2) What factors affect this participation? Results reveal great discrepancies between theory and practice in opportunities for Professional Learning at the workplace. (http://www.sciencedirect.com/science/article/pii/S0742051X02001014)
Ly Thi Tran - One of the best experts on this subject based on the ideXlab platform.
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Teachers’ Recommendations for Professional Learning
Teacher Professional Learning in International Education, 2017Co-Authors: Ly Thi TranAbstract:This chapter presents teachers’ recommendations to enhance their Professional Learning practices under the changed circumstances of the VET sector. These include a reconfirmation of the need for cultural training, particularly in relation to Asia, a participatory approach to Professional Learning with an emphasis on self-initiated, self-directed Professional Learning, as well as a realization of more inclusive Professional Learning practices for casual staff. Based on the analysis of the teachers’ suggestions, this chapter argues for the critical need to urgently consider and implement the suggested changes to ensure teachers’ effective performance of their changing Professional roles and enhance teaching and Learning in the context of internationalized vocational education.
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VET Teachers’ Formal Professional Learning Practices
Teacher Professional Learning in International Education, 2017Co-Authors: Ly Thi TranAbstract:This chapter examines the current formal Professional Learning practices of VET teachers from a variety of institutes in Australia. Findings from interviews with the VET teachers in this study show that the teachers’ formal Professional Learning activities currently focus mostly on generic, technical issues and compliance requirements while matters related to supporting the teaching staff to deal with issues arising from teaching international students and preparing students for the global labor market receives limited institutional attention. The study identifies the current major barriers to Professional Learning provision and participation being financial and time constraints, lack of teachers’ interest, and casualization of staff.
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VET Teachers’ Professional Learning Needs in Relation to Internationalization
Teacher Professional Learning in International Education, 2017Co-Authors: Ly Thi TranAbstract:This chapter presents findings about VET teachers’ Professional Learning needs in relation to preparing students for global labor market, developing intercultural capabilities for students, and teaching international students onshore and offshore. It highlights the teachers’ unique Professional Learning needs including enhancing understandings of industry demands in international students’ home countries, especially Asian countries, and developing global networks and knowledge of global opportunities. The analysis of the interview data indicates that the teachers’ Professional Learning needs vary dependent on their personal experience, discipline, and perceptions of their Professional roles as well as of their students’ study purposes. The chapter provides recommendations on areas of priority and attention for Professional Learning programs to meet teachers’ needs in internationalized VET.
