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23 Oct 09

29 Sep 09

One thing that’s been fantastically exciting about watching my students interact with diigo is the ease at which they engage with writing about the poems I have asked them to look at.

28 Sep 09

- Perhaps some questions to ask with districts as they begin to form PLCs - on 2009-09-28
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What are the "big ideas" that represent the core principles of professional learning communities? How do these principles guide schools' efforts to sustain the professional learning community model until it becomes deeply embedded in the culture of the school?

Quote by Hord

- Might we want to use this definition for the EdTeach mini cadre? - on 2009-09-28
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The term professional learning community describes a collegial group
of administrators and school staff who are united in their commitment to student
learning. They share a vision, work and learn collaboratively, visit and review
other classrooms, and participate in decision making (Hord, 1997b). The benefits
to the staff and students include a reduced isolation of teachers, better informed
and committed teachers, and academic gains for students. Hord (1997b) notes,
"As an organizational arrangement, the professional learning community is seen
as a powerful staff-development approach and a potent strategy for school change
and improvement."

ATTRIBUTE 5: SHARED PERSONAL PRACTICE

True professional learning community requires openness – opened classroom
doors, open lesson plan books, open conversation. Review of a teacher's behavior
by colleagues is the norm in the professional learning community (Louis &
Kruse, 1995). This practice is not evaluative but is part of the "peers
helping peers" process.

McLaughlin and Talbert (1993) confirmed Rosenholtz's findings, suggesting
that when teachers had opportunities for collaborative inquiry and the learning
related to it, they were able to develop and share a body of wisdom gleaned
from their experience

27 Sep 09

Coined by Australian professor J.A. Barnes while studying a Norwegian fishing village in the 1950s, the term social networking was traditionally defined as an association of 100 to 150 people drawn together by family, work, or hobby.
An active community is key, because social networks are only as good as the conversations that take place within them, says Hargadon of Classroom 2.0. “The conversations that used to happen in the hallways or teacher’s lounges or at conferences are now happening all the time on the Web, and the more conversations you can have about your work, the more you can develop your specific professional interest,” he says.