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A Professional Learning Community Approach for Teacher Development and OER creation - A toolkit/Planning the PLC-OER program (view source)
Revision as of 17:09, 9 January 2018
, 17:09, 9 January 2018→Preparation of Annual Work Plans (AWP) every year
The detailed planning and budgeting for the program would need to be done as part of the AWP processes. Since the program is envisaged as as a part of the regular in-service teacher education of the government, funding would be secured from Central (RMSA/SSA) and state government budgets. The AWP would discuss the specific objectives of the program for the year, investments, risks/challenges and expected outcomes.
The detailed planning and budgeting for the program would need to be done as part of the AWP processes. Since the program is envisaged as as a part of the regular in-service teacher education of the government, funding would be secured from Central (RMSA/SSA) and state government budgets. The AWP would discuss the specific objectives of the program for the year, investments, risks/challenges and expected outcomes.
Resource - Illustrative AWP
Resource - Illustrative AWP
The PLC program envisions building ICT integration capacities in all teachers in the school system. As mentioned, this will take a few years time, since teachers can be covered only in a phased manner. After all teachers are enrolled into the PLCs, the method of the teacher training, can be continued, with focus of the training changing, as per priorities. Essentially, the PLC approach requires access to an ICT lab, where teachers can access resources pertaining to any topic. Secondly, teachers learn digital tools and methods which will help the deepen their knowledge or transact or create curricular resources for that topic. Thirdly teachers become part of virtual networks, which aim at continuing the learning on that topic, beyond the workshop.
This means that after 'subject teacher forums' are established and all teachers are enrolled in their respective subject forums, the same model can be used to build PLCs on other important issues such as gender, adolescent education, vocational education etc. Thus PLC can be seen as a method of in-service training, into which different areas of knowledge/ learning can be incorporated. This model will allow for richer learning during the face-to-face workshops by allowing access to the web during these interactions. It will also allow continuity of learning after the workshops are completed. By ensuring a teacher:computer ratio of 1:1, the number of teachers in any workshop is kept to a manageable number which can allow for more meaningful learning.
Thus the PLC program can continue indefinitely as a part of the in-service teacher education program of the state.
=== Establishing state and district level design and implementation teams ===
=== Establishing state and district level design and implementation teams ===