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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 10:07, 9 January 2018
, 10:07, 9 January 2018no edit summary
==== 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.
The PLC program begins with the design and conducting of the workshops to create RPs for each subject area (Mathematics, Science, Social Science, Language etc.). 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. The agenda would include enrolling the participants in the state-wide PLCs. The participants would continue their interactions on these virtual networks.
Resource - Illustrative agenda for a RP workshop - [http://troer.telangana.gov.in/OER/index.php/Telangana_Mathematics_STF_SRP_Workshop_April_2017#Agenda_for_the_workshop Mathematics] and [http://troer.telangana.gov.in/OER/index.php/Telangana_Science_STF_SRP_Workshop_April_2017#Agenda_for_the_workshop Science]
==== 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 ====
The RPs would subsequently facilitate workshops at regional / district levels to train their peers, in the regional / district ICT Labs. The agenda for these workshops would be on the lines of the state workshops, but would the actual transaction would need to be tweaked by the RPs, based on the profile of the participants. It would be useful to invite teachers are seen to be more interested and able to participate in this program first, this would help strengthen the training program and the RPs. If it is possible, the first few workshops could even be by 'application' where interested teachers are asked to apply to participate in the program. Over time, in a phased manner, all teachers must participate in the program, and be enrolled in the state-wide PLCs. In addition, the participants may also create district virtual groups and enrol themselves in these. Teachers can form part of different virtual networks, each with its own aim, scope and geography covered.
==== Technology Support Group (TSG) ====
==== Technology Support Group (TSG) ====
There is a need to build a eco-system of ICT integration in schools across the state, to support teachers. This is even more required in the case of FOSS. There is initial non-familiarity with FOSS platforms and applications and this can become an inhibiting factor for the program.
Suitable persons from each district need to be identified who can form part of the 'District Technology Support Group" (DTSG). In some states, these could be technology team members at the district SSA/RMSA offices. In states where no such technology team members are available, interested teachers (there are likely to be few teachers who are keen to learn ICT and become resource persons to help other teachers) will need to be enrolled into these DTSGs.
Similar to the Subject RPs, workshops would be designed and conducted to train the state RPs for the DTSG. These RPs would conduct workshops to train 5-20 people in each district to form the DTSG for that district, this number is dependant on the overall number of schools and teachers in the district.
==== School leaders professional learning community ====
==== School leaders professional learning community ====
Similar to the subject-wise teacher PLCs, the Head Teachers would also participate in similar program, which would focus on the area of school leadership and development. In addition, the agenda for this program would include a broad orientation of the digital methods that other teachers have learnt, the maintenance of the school ICT Labs, implementation of the program at the school level. Head Teacher PLCs are a valuable space for Head Teachers to discuss administrative challenges that they face, and with facilitation, these forums could also focus on academic issues and aspects such as pedagogical leadership.
==== Virtual networks - professional learning communities ====
==== Virtual networks - professional learning communities ====
of teachers by subject in different geographies - at state and district levels
In all workshops, along with learning different digital methods for TPD and teaching, teachers will also enrol into PLCs. PLCs can be of different kinds - of teachers by subject in different geographies - at state and district levels, of teachers across subjects in a smaller geography - at a district or a block level or of subject teachers and TSG members. All teachers for a subject should certainly be enrolled into the state-wide PLCs for their subject.
of teachers across subjects in a smaller geography - at a district or a block level
PLCs can be formed using one of more digital methods - such as mailing lists or mobile-phone communities. The state-wide PLCs should certainly include a mailing list. Phone based interactions tend to be brief and cryptic owing to the constraints in posting long text messages. Emails can provide a method for more meaningful and intense discussions amongst teachers and mailing to the PLC Mailing list should be strongly encouraged.
Resource (illustration) - Karnataka state-wide PLC - [https://groups.google.com/forum/#!forum/mathssciencestf Mathematics], [https://groups.google.com/forum/#!forum/socialsciencestf Social Science], [https://groups.google.com/forum/#!forum/kannadastf Kannada]
==== Workshop logistics ====
==== Workshop logistics ====
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.
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.
The number of RPs to be trained from each district, would be a function of the number of candidate teachers in that district, to be trained. Teams of 5 RPs can be developed for each district. In case of larger districts, more RP teams would be required to share the load of training amongst teachers, to reduce the time spent by the teachers from their schools. If it is possible (and seen desirable), these teachers could be deputed to the DIETs during the period of training, so that they can be available without any constraints for the program.
==== 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]]