Week 11 Infographic
Enhancing Education: Effective Professional Development and Learning Communities
All Schools as Professional Learning Communities
Develop the System to Improve Learning
School System Responsibilities
Key Research # 2
Key Research # 2
Key Research # 2
Key Research # 1
Key Research # 1
Key Research # 1
Standard Connection
Standard Connection
Standard Connection
Role of district leaders, influence of systems on professional learning, district actions, and support for teachers.
Summary Focus:
Sustaining school reforms, systemic approach to school improvement, organizational change, and professional development.
Summary Focus:
Professional learning communities (PLCs), characteristics of effective PLCs, leadership, and culture in PLCs.
Summary Focus:
Continuous Improvement: Aligns by emphasizing the importance of ongoing, embedded professional development and systemic approaches to school improvement.
Leadership for Learning: Aligns by highlighting the role of district leaders in providing effective professional learning and supporting teacher retention.
Learning Communities: Aligns by confirming the effectiveness of PLCs in improving teacher practices and student outcomes.
Professional Development that Changes Teaching and Improves Learning
• Purpose: Evaluate the effectiveness of professional development programs in changing teaching practices and improving student learning.
• Participants: Teachers from various schools participating in the SummerSTEM program.
• Methodology: Mixed-methods approach including surveys and interviews.
• Findings: Effective professional development requires ongoing, embedded support and a focus on autonomy, mastery, and purpose.
• Connection: Update on effective professional development practices (Germuth, 2016).
Practices of Professional Learning Communities
• Purpose: Investigate the practices of PLCs in Finnish schools.
• Participants: Teachers and principals from four Finnish comprehensive schools.
• Methodology: Qualitative multiple-case study.
• Findings: Leadership, culture, and teacher collaboration are crucial for the success of PLCs.
• Connection: Confirmation of systemic approaches and organizational change (Antinluoma et al., 2021).
The Role of Continuing Professional Training or Development in Teacher Retention
• Purpose: Examine how continuing professional development influences teacher retention.
• Participants: Teachers from various educational institutions.
• Methodology: Systematic review of existing studies.
• Findings: Ongoing professional development is critical for retaining teachers and improving their job satisfaction.
• Connection: Update on the impact of professional development on teacher retention (Cells et al., 2023).
Professional Learning in the Learning Profession
• Purpose: Identify effective professional learning practices and their impact on teaching.
• Participants: Educators from different states and countries.
• Methodology: Comparative analysis of professional learning practices.
• Findings: High-quality professional learning is essential for improving teaching practices and student outcomes.
• Connection: Confirmation of the role of district leaders in providing effective professional learning (Darling-Hammond et al., 2009).
Trends of Teacher Professional Development Strategies
• Purpose: Analyze current trends in teacher professional development strategies.
• Participants: Teachers from various educational settings.
• Methodology: Systematic review of professional development strategies.
• Findings: Collaborative and job-embedded professional development strategies are most effective.
• Connection: Update on effective PLC practices (El Islami et al., 2022).
The Impact of Professional Learning Communities on Teacher Practice and Student Achievement
• Purpose: Evaluate the impact of PLCs on teacher practice and student achievement.
• Participants: Teachers and students from multiple schools.
• Methodology: Longitudinal study with quantitative data analysis.
• Findings: PLCs significantly improve teacher practices and student achievement.
• Connection: Confirmation of the effectiveness of PLCs (Dogan & Adams, 2018).
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Transcript
Week 11 Infographic
Enhancing Education: Effective Professional Development and Learning Communities
All Schools as Professional Learning Communities
Develop the System to Improve Learning
School System Responsibilities
Key Research # 2
Key Research # 2
Key Research # 2
Key Research # 1
Key Research # 1
Key Research # 1
Standard Connection
Standard Connection
Standard Connection
Role of district leaders, influence of systems on professional learning, district actions, and support for teachers.
Summary Focus:
Sustaining school reforms, systemic approach to school improvement, organizational change, and professional development.
Summary Focus:
Professional learning communities (PLCs), characteristics of effective PLCs, leadership, and culture in PLCs.
Summary Focus:
Continuous Improvement: Aligns by emphasizing the importance of ongoing, embedded professional development and systemic approaches to school improvement.
Leadership for Learning: Aligns by highlighting the role of district leaders in providing effective professional learning and supporting teacher retention.
Learning Communities: Aligns by confirming the effectiveness of PLCs in improving teacher practices and student outcomes.
Professional Development that Changes Teaching and Improves Learning
• Purpose: Evaluate the effectiveness of professional development programs in changing teaching practices and improving student learning. • Participants: Teachers from various schools participating in the SummerSTEM program. • Methodology: Mixed-methods approach including surveys and interviews. • Findings: Effective professional development requires ongoing, embedded support and a focus on autonomy, mastery, and purpose. • Connection: Update on effective professional development practices (Germuth, 2016).
Practices of Professional Learning Communities
• Purpose: Investigate the practices of PLCs in Finnish schools. • Participants: Teachers and principals from four Finnish comprehensive schools. • Methodology: Qualitative multiple-case study. • Findings: Leadership, culture, and teacher collaboration are crucial for the success of PLCs. • Connection: Confirmation of systemic approaches and organizational change (Antinluoma et al., 2021).
The Role of Continuing Professional Training or Development in Teacher Retention
• Purpose: Examine how continuing professional development influences teacher retention. • Participants: Teachers from various educational institutions. • Methodology: Systematic review of existing studies. • Findings: Ongoing professional development is critical for retaining teachers and improving their job satisfaction. • Connection: Update on the impact of professional development on teacher retention (Cells et al., 2023).
Professional Learning in the Learning Profession
• Purpose: Identify effective professional learning practices and their impact on teaching. • Participants: Educators from different states and countries. • Methodology: Comparative analysis of professional learning practices. • Findings: High-quality professional learning is essential for improving teaching practices and student outcomes. • Connection: Confirmation of the role of district leaders in providing effective professional learning (Darling-Hammond et al., 2009).
Trends of Teacher Professional Development Strategies
• Purpose: Analyze current trends in teacher professional development strategies. • Participants: Teachers from various educational settings. • Methodology: Systematic review of professional development strategies. • Findings: Collaborative and job-embedded professional development strategies are most effective. • Connection: Update on effective PLC practices (El Islami et al., 2022).
The Impact of Professional Learning Communities on Teacher Practice and Student Achievement
• Purpose: Evaluate the impact of PLCs on teacher practice and student achievement. • Participants: Teachers and students from multiple schools. • Methodology: Longitudinal study with quantitative data analysis. • Findings: PLCs significantly improve teacher practices and student achievement. • Connection: Confirmation of the effectiveness of PLCs (Dogan & Adams, 2018).