Difference between revisions of "A Professional Learning Community Approach for Teacher Development and OER creation - A toolkit/Planning the PLC-OER program"
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Secondly it is important to focus at a time on a few subjects, rather than all. In larger states, it would be better to identify one subject at a time, and build PLCs for those subject teachers. Having a larger number of teachers of one subject being enrolled in the program will provide more traction to the interactions amongst the teachers, than working with smaller number of teachers of different subjects. Working on one subject at a time also puts lesser pressure on schools, as only the teacher(s) teaching that subject would need to pulled out of school. | Secondly it is important to focus at a time on a few subjects, rather than all. In larger states, it would be better to identify one subject at a time, and build PLCs for those subject teachers. Having a larger number of teachers of one subject being enrolled in the program will provide more traction to the interactions amongst the teachers, than working with smaller number of teachers of different subjects. Working on one subject at a time also puts lesser pressure on schools, as only the teacher(s) teaching that subject would need to pulled out of school. | ||
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| + | However, the vision should encompass every teacher in the school. There is no subject/area, where the teacher will not benefit by participating in virtual professional learning communities, for sharing experiences, resources and learnings. In every area, there is a need for supporting the development of learning materials that can address diverse and local needs, and digital tools could help in this. Every teacher should be seen as a co-owner of the school ICT lab. | ||
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| + | The sequencing of the program components can vary, based on state and local priorities. Any of these could be could be undertaken as the first step | ||
| + | # Setting up the PLCs - this enables a large network of practitioners comfortable with ICT integration in TPD and classroom transactions, post which OER, Textbook and OER repository could follow. | ||
| + | # Developing the text book and hand book for classroom transaction; having the text book and hand book can provide a firm basis for the design and implementation of the PLC program of TPD. | ||
| + | # Building the state OER repository with a minimum e-content - the repository can support PLC building and OER creation which could feed into the Textbook development | ||
| + | # Building a large-scale collaborative OER creation, revision and sharing model can be initiated after building the PLCs. The group of OER creators can be small to begin and gradually increase by enabling more interested teachers to learn OER creation, revision and sharing/publishing. | ||
| + | Karnataka began with PLC and then initiated the OER component. Telangana began with collaborative OER creation and text book development followed by PLC component. | ||
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| + | In any of these scenarios, the development of blended learning courses should be one of the last components, as it requires a large body of teachers who have digital literacy (which is a PLC outcome) and curricular resources (which is an outcome of the OER and textbook components). Some states have started on-line courses / blended courses without building universal digital literacy in teachers, this is unlikely to be effective. | ||
=== Perspective plan === | === Perspective plan === | ||
Revision as of 04:45, 3 January 2018
The aim of the PLC program is to support TPD, integrating ICT so as to meet the vision of TPD as discussed in the NCFTE
The PLC program of TPD aims to enrol all teachers working in school education in a state. The vision for TPD needs to encompass every teacher in the school. There is no subject/area, where the teacher will not benefit by participating in virtual professional learning communities, for sharing experiences, resources and learnings. In every area, there is a need for supporting the development of learning materials that can address diverse and local needs, and digital tools could help in this. Every teacher should be a co-owner of the school ICT lab.
Phasing
However, the ICT Infrastructure within the education department will not be available to cover large number of teachers. It is very important to build the ICT infrastructure in-house so that it is available whenever required by teachers. Depending on external ICT Labs will not allow this flexibility and will also be expensive. It is better to phase the program over 3-5 years, to include all teachers in the schools. This will support better quality. Hence the program would need to be conceptualized as a multi-year program, since it would not be feasible for all teachers to be enrolled in a year.
Secondly it is important to focus at a time on a few subjects, rather than all. In larger states, it would be better to identify one subject at a time, and build PLCs for those subject teachers. Having a larger number of teachers of one subject being enrolled in the program will provide more traction to the interactions amongst the teachers, than working with smaller number of teachers of different subjects. Working on one subject at a time also puts lesser pressure on schools, as only the teacher(s) teaching that subject would need to pulled out of school.
However, the vision should encompass every teacher in the school. There is no subject/area, where the teacher will not benefit by participating in virtual professional learning communities, for sharing experiences, resources and learnings. In every area, there is a need for supporting the development of learning materials that can address diverse and local needs, and digital tools could help in this. Every teacher should be seen as a co-owner of the school ICT lab.
The sequencing of the program components can vary, based on state and local priorities. Any of these could be could be undertaken as the first step
- Setting up the PLCs - this enables a large network of practitioners comfortable with ICT integration in TPD and classroom transactions, post which OER, Textbook and OER repository could follow.
- Developing the text book and hand book for classroom transaction; having the text book and hand book can provide a firm basis for the design and implementation of the PLC program of TPD.
- Building the state OER repository with a minimum e-content - the repository can support PLC building and OER creation which could feed into the Textbook development
- Building a large-scale collaborative OER creation, revision and sharing model can be initiated after building the PLCs. The group of OER creators can be small to begin and gradually increase by enabling more interested teachers to learn OER creation, revision and sharing/publishing.
Karnataka began with PLC and then initiated the OER component. Telangana began with collaborative OER creation and text book development followed by PLC component.
In any of these scenarios, the development of blended learning courses should be one of the last components, as it requires a large body of teachers who have digital literacy (which is a PLC outcome) and curricular resources (which is an outcome of the OER and textbook components). Some states have started on-line courses / blended courses without building universal digital literacy in teachers, this is unlikely to be effective.
Perspective plan
Since the STF is likely to be a multi-year program, a perspective plan would be useful to prepare. This plan would discuss the vision of program, identify priorities for the state, recognizing the contexts and challenges in TPD. The plan would also provide direction in terms of the components being prioritised and the subject teachers covered for participation in the PLCs. The plan would also include the phased development of in-house ICT infrastructure, in schools as well as in the teacher education institutions at state, district, block and cluster levels.
Resource - Illustrative Perspective plan
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.
Check list -
Establishing state and district level design and implementation teams
The PLC program requires a robust structure, at state and district levels, to provide academic and technological support to the teachers, after the workshops. for co-designing and implementing the program. The groups can comprise teachers and teacher educators
the convenor/chair can be the head of institution of teacher education at state/district levels
Check list for identification of teachers/teacher educators
Teachers and teacher educators can be enrolled into the state and district using some of parameters listed below
- Subject knowledge
- Interest in learning ICT (expertise in ICT is not required)
- Interest in being a teacher educator / faculty in the workshops
Challenges
The preparation of a perspective plan is necessary to provide a continuity of thought and action with respect to the program. However, there is a high probability of changing priorities, including due to changes in the role of senior officials in the department. This may lead to the program not proceeding as per the perspective plan, with short or longer disruptions likely.