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A Professional Learning Community Approach for Teacher Development and OER creation - A toolkit/Building Professional Learning Communities (view source)
Revision as of 08:22, 9 January 2018
, 08:22, 9 January 2018no edit summary
By building virtual networks, the program supports interactions amongst teachers for continuous learning. Teachers can seek help for their difficulties as well as for the broader professional development needs and their senior, more knowledgeable colleagues could support them over these networks. Since this operates on 'as and when required' basis, it can be most useful.
By building virtual networks, the program supports interactions amongst teachers for continuous learning. Teachers can seek help for their difficulties as well as for the broader professional development needs and their senior, more knowledgeable colleagues could support them over these networks. Since this operates on 'as and when required' basis, it can be most useful.
=== Autonomous spaces ===
=== PLCs as autonomous spaces ===
It is important these virtual networks are autonomous. While they may be established as a part of the in-service teacher education programs, it is necessary that they not be considered as dissemination forums by the department officials. The discussions must be initiated primarily by teachers, on issues they consider important for themselves - these could be academic or administrative or even mundane.
It is important these virtual networks are autonomous. While they may be established as a part of the in-service teacher education programs, it is necessary that they not be considered as dissemination forums by the department officials. The discussions must be initiated primarily by teachers, on issues they consider important for themselves - these could be academic or administrative or even mundane.
==== State level workshops - Building the pool of RPs for each subject area ====
==== State level workshops - Building the pool of RPs for each subject area ====
The PLC program begins with the design and conducting of the workshops to create RPs. These workshops would need to be facilitated by faculty / experts identified by the department. These workshops would be typically conducted in ICT Labs set-up at the state capital / head quarters.
==== Regional / district workshops - Blended cascade program of teacher development, for each subject area ====
==== Regional / district workshops - Blended cascade program of teacher development, for each subject area ====
of subject teachers and TSG members
of subject teachers and TSG members
==== Duration of the face-to-face workshops ====
==== Workshop logistics ====
The number of days in a workshop should not be less than 5 since this is the initial period of immersion necessary to build basic capacities and confidence. Periods larger than a week can also cause fatigue. In the case of the RPs workshops, it is useful to have 2 sessions of 5-6 days each. The second session can be held after a gap of 2-3 weeks after the first one, so that the RPs can use the interim period for practising their learning, reading additional resources and come with their questions and suggestions.
The number of days in a workshop should not be less than 5 since this is the initial period of immersion necessary to build basic capacities and confidence. Periods larger than a week can also cause fatigue. In the case of the RPs workshops, it is useful to have 2 sessions of 5-6 days each. The second session can be held after a gap of 2-3 weeks after the first one, so that the RPs can use the interim period for practising their learning, reading additional resources and come with their questions and suggestions.
It is essential that the teacher:computer ratio in the workshops be 1:1. Each participating teacher must have an exclusive access to a device to allow unconstrained participation and hands-on. Having more than one teacher on a device will seriously limit the learning of one or all teachers in the program. At the same time, one workshop should not have more than 25-30 participants, larger numbers will reduce participation by teachers and reduce effectiveness of learning. Smaller groups (less than 30) will provide more opportunities for teachers to voice their views, doubts/issues and discuss the same. These discussions are also useful to build personal bonds amongst participants, which would help in better team work and coordination as RPs.
==== Workshop preparation ====
==== Workshop preparation ====
Check list - ICT Lab readiness
Check list - ICT Lab readiness
[[Category:A Professional Learning Community Approach for Teacher Development and OER creation - A toolkit]]
[[Category:A Professional Learning Community Approach for Teacher Development and OER creation - A toolkit]]