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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 10:15, 9 January 2018
, 10:15, 9 January 2018no edit summary
==== Continuous learning and mentoring ====
==== Continuous learning and mentoring ====
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.
=== Implementing the program ===
=== Implementing the program ===
==== 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.
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.
==== Workshop logistics ====
==== Workshop logistics ====
==== 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]]
=== Virtual networks - professional learning communities ===
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.
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]
==== 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.
==== Moderation of the forums ====
While the forums need to be autonomous and not subject to directions of the department, there is also a need for moderation of discussions. Administrators should take on the responsibility of sharing guidelines for discussions (which would be evolved during the teacher education workshops) and facilitating adherence to. Posts which violate these guidelines require to be responded to and the authors alerted to these violations. While the enforcement need not be strict or severe it needs to be sure.
Check- list of guidelines for the virtual forums is available [http://karnatakaeducation.org.in/KOER/en/index.php/Become_a_STF_groups_member#Mailing_tips_for_a_STF_member here]
