Discussion 2 – Professional Learning Communities
In this discussion, you will deliberate the use of professional learning communities as it relates to the 21st Century Professional Development framework with an emphasis on technology. When working on this discussion, consider that through the PLC process, teacher isolation is reduced and through ongoing discussions an increase in understanding and application of 21st Century Skills and state standards including CCSS is likely.
Professional Learning Communities
One component of the 21st Century Professional DevelopmentLinks to an external site. framework encourages sharing knowledge with fellow faculty, using face-to-face, virtual and blended communications. When we think of sharing knowledge, we often think of using professional learning communities. In several of your courses, the concept of a professional learning community (PLC) is presented and elaborated on. A professional learning community consists of individuals with an interest in education. The focus of a professional learning community can be taking measures to ensure students learn, creating a culture of collaboration in the school, for school improvement and more (DuFour, 2004). In this discussion, you will deliberate about the use of professional learning communities as they relate to the 21st Century Professional DevelopmentLinks to an external site. framework with an emphasis on technology.
Initial Post: Think about the 21st Century Professional Development framework and technology when working in your mock professional learning community. Next, imagine your state legislatures have asked the non-partisan Legislative Analyst’s Office to advise them regarding the creation of a blended professional learning community across the districts within the state. As an educator who is well versed in employing critical thinking, problem solving and 21st-century skills in the classroom, you have been selected to participate with a group of other teachers to inform and persuade the Analyst’s Office of why the incorporation of technology to work collaboratively with other teachers in the state is important.
Come up with a supported argument based on personal experiences and scholarly literature in which you:
• Discuss how you could incorporate and implement the use of technology to create a blended professional learning community across districts within your state to share knowledge with fellow faculty on how a deeper understanding of subject matter can actually enhance problem solving, critical thinking, and other 21st-century skills.
• Discuss how creating a professional learning community can increase the ways teachers seize opportunities for integrating 21st-century skills, tools and teaching strategies into their classroom practice – and help them identify what activities they can replace or de-emphasize.
Required Resources
Text
Burnaford, G., & Brown, T. (2014). Teaching and learning in 21st century learning environments: A reader. Retrieved from https://content.uagc.edu/
• Chapter 6: Leading Change in Education
Article
DuFour, R. (2004, May). What is a professional learning community? Links to an external site.Educational Leadership: Schools as Learning Communities 61(8), 6-11. Retrieved from http://www.ascd.org
• In this article, DuFour discusses what professional learning communities are and how we can incorporate them into our schools to ensure students learn, create a school culture of collaboration, and a focus on results. This resource will support student completion of the discussions and assignment for this week.
Web Pages
Framework for 21st century learningLinks to an external site.. (n.d.). Retrieved from http://www.p21.org/our-work/p21-framework
• The Framework for 21st Century Learning web page presents an all-inclusive view of 21st-century teaching and learning. It combines a focus on student outcomes with support systems that help students’ master skills they will need in the 21st century.
Accessibility Statement does not exist.
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Read the standardsLinks to an external site.. (n.d.). Retrieved from http://www.corestandards.org/the-standards
• This web page provides information on how the standards communicate what is expected of students at each grade level. The focus of CCSS is on core conceptual understandings and procedures starting in the early grades, providing teachers a timeline needed to teach core concepts and allowing each student the time needed to master the concepts. This resource will support student completion of the discussions and assignment for this week.
Website
Folio. (https://portfolium.com/welcome)
• This website provides a Folio resource. This resource will support student completion of the final project, as well as discussions and assignments throughout the course. Learn more about Folio, University of Arizona Global Campus’ ePortfolio tool, by viewing the Folio Quick Start GuideLinks to an external site..
Accessibility StatementLinks to an external site.
Privacy PolicyLinks to an external site.
Supplemental Material
Hertz, M. B. (2015, Dec). The flipped classroom: Pro and conLinks to an external site. [Blog]. Retrieved from https://www.edutopia.org/blog/flipped-classroom-pro-and-con-mary-beth-hertz
• This resource provides information related to the use of technology in the classroom as well as how the flipped classroom approach takes learning outside of the classroom for students to experience independently, moving homework help back into the classroom. This resource will support student completion of the discussions and assignment for this week.
Accessibility Statement does not exist.
• References
Brown, T. & Burnaford, G. (2014). Masters in education capstone reader. Bridgepoint Education.
Burnette, B. (2002). How we formed our community. Journal of Staff Development,23(1), 51-54.
DuFour, R., & Eaker, R. (2010). Professional learning communities atwork. Bloomington, IA.
SolutionTree (2009, October 9). The power of PLC’s at work Links to an external site.[Video file]. Retrieved from http://www.youtube.com/watch?v=vEgmHHeCl4U
Stoll, L., Bolam, R., McMahon, A., Wallace, M., & Thomas, S. (2006). Professional learning communities. Journal of Educational Change, 7(4), 258-261.
Williams, R., Brien, K., Sprague, C., & Sullivan, G. (2008). Professional learning communities: Developing a school-level readiness instrument. Journal of Educational Change, 7(4), 221-258.