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We offer this programming template for Stage 3  teachers as a way to make clear links between the syllabus outcomes, content and teaching and learning activities. Teachers are trialling a multitude of ways to program English using the new NSW English Syllabus. Customer LoginIf you have previously created an account with us, please enter your Trio username and password below. Predicted rain plus current soggy field conditions combined to washout the scheduled event.
All professional learning activities are canceled when Prince William County Schools are closed for the entire day.
If there is a delayed opening, full-day professional learning activities scheduled to occur during the day will take place, but will follow the delayed schedule. Some weather conditions or other situations may occur after school has been dismissed, but in the interest of safety, all after-school and evening activities may be canceled as announced by the Division. Information on the cancellation of Saturday activities may be obtained by consulting the PWCS web page and PWCS-TV. LEARN NC is evaluating its role in the current online education environment as it relates directly to the mission of UNC-Chapel Hill School of Education (UNC-CH SOE).
Building and maintaining an online professional learning communityMany schools have moved away from one-time workshops and toward the more sustained approach of professional learning communities. Twitter as a learning tool for teachers: This article shows how Twitter can be a valuable tool in helping teachers build their professional learning networks. Even with the best intentions, many teachers never make any real change to their instruction based on what they learn in one-shot workshops.
PLCs provide a structure for collaboration with colleagues and continual teacher growth and development. An alternative to the conventional PLC model involves taking advantage of web-based tools for teacher collaboration.
As you begin creating or participating in an online PLC, there are three things to consider that will help you make the most of your PLC: content, structure, and tools. Once you’ve set content goals for your online PLC, you’ll be able to determine a format for how your PLC should be structured. Building and maintaining an online PLC will require you to re-envision traditional professional learning opportunities. A third-grade teacher team struggles to find enough time to plan lessons and share resources during the school day. Yvette, a teacher new to eighth grade, lacks a solid understanding of her new curriculum as well as effective instructional strategies for working with eighth graders. As the lone performing arts teacher in his school, Matthew finds that opportunities for true collaboration are few and far between. It’s easy to upload files, add and edit content, and share resources with other members of your wiki. The third-grade team uses their wiki to post links to teacher and student sites for upcoming topics. Twitter is a microblogging platform that allows users to post short tweets, or updates, sharing comments, strategies, and resources with their followers. Matthew started building his online PLC by talking with a few performing arts teachers he knew in nearby districts. Yvette joined a Ning for new teachers, which allowed her to engage in discussions with other educators facing similar issues and challenges. EtherPad provides the third-grade teacher team with an online space to have conversations about grade-level issues. Google Drive (formerly Google Docs)allows you to create, organize, and store documents online. The third-grade PLC team uses Google Drive to create and revise pacing guides for each content area. The work of teachers is often isolated, and there are seldom opportunities for professional collaboration. LEARN NC, a program of the UNC School of Education, finds the most innovative and successful practices in K-12 education and makes them available to the teachers and students of North Carolina - and the world.
We offer this variation for Stage 3 teachers as a way to make clear links between the syllabus outcomes, content and teaching and learning activities.

Be sure to use the school-distributed Explorer Passports to discover Prince William County attractions all through the summer. This Web page may contain links to one or more Web sites outside the PWCS network, which are not PWCS venues and may not reflect the views or opinions of PWCS. In order to provide professional development that has a lasting impact on teachers and students, many schools have moved away from a standalone, one-day workshop approach toward a job-embedded, ongoing framework known as professional learning communities (PLCs). If you’re hoping to broaden your knowledge base of fifth-grade science curriculum and instructional strategies, you might want to join an online community to gather ideas, resources, and strategies from the many other community members. Let’s take a look at some possibilities for what this process might look like for teachers involved in an online PLC. Their common planning time doesn’t allow enough opportunities for in-depth planning or sharing of resources and ideas. Her grade-level team members help when they can, but she wants to be able to contribute to her team rather than constantly asking for help. He participates in a school-based professional learning community with classroom teachers, which allows him to integrate curricular content into his instruction. Members of the PLC explore the links on their own time, and each teacher chooses which sites to use in the coming days and weeks.
Choose from a variety of Nings tailored to topics of interest to you, such as Flat Classroom Project and Classroom 2.0. The ongoing dialogue and continuous stream of problems and solutions helped her feel supported and gave her a sense of belonging. Once you’ve set up your meeting space, you can use it to chat about topics of interest to your PLC team and create content together synchronously. Whenever a team member adds a resource to a pacing guide, all PLC members see the most current version of the document simply by opening the pacing guide from their Google Drive list.
They used to send multiple emails to each other about what they’d like to include in the newsletter, and one team member would type the information into a newsletter template. Professional Learning Communities address this issue by giving teachers time and space to learn together and work toward common goals. Find others, either within your school or anywhere in the world, whose goals and needs match your own. Reading the content and then thinking about what strategies or steps need to be in place to teach that content is a key part of the planning process. PWCS does not control the content of such Web sites and does not sponsor or endorse any messages, products, or services contained on such Web sites.
Images and other media may be licensed separately; see captions for more information and read the fine print. The flexibility of an online PLC allows teachers to work on their own time, in their own space, using a format that meets their instructional needs.
The team decides to create an online space to continue their collaboration beyond the school day.
To address these needs, Yvette builds her own online PLC, gathering strategies and resources from others and contributing her own ideas to her expanding network of educators.
However, he rarely has the opportunity to collaborate with other arts teachers who work with curricular, instructional, and budgetary issues similar to his own. Instead of making copies, which they don’t have time for anyway, the teachers upload files to share with each other, including graphic organizers, teacher-created interactive whiteboard lessons, homework assignments, and permission forms for upcoming field trips. Then, Matthew started to follow a few regional and national performing arts experts whose names he knew well.
Ning users are able to add content, including ideas, resources, and videos, as well as participate in message boards and chat rooms.
When the meeting ends, you may either export the content of your meeting space or post the link so that all PLC members can access the information and resources shared. They use the meeting space to share instructional strategies for helping students master the content, brainstorm ideas about pacing, and explore resources that might be useful. You can collaboratively create documents, spreadsheets, and presentations with anyone you choose. This keeps the team from having to email the pacing guides back and forth after making changes — a process that could otherwise get confusing with multiple versions floating around.
Web tools can provide teachers with an avenue for creating a PLC or enhance an existing PLC.

Determine which structure or format will help you establish or enhance your learning community, and select the web tools that will help you accomplish your professional learning goals.
While we are moving away from a focus on publishing, we know it’s important that educators have access to these kinds of resources.
Participating in an online PLC can support teachers by extending their professional learning beyond the confines of the school building, the school day, and the school schedule. These teachers use their online PLC to share resources and create collaborative lesson plans. She checks her online community’s discussion board daily and contributes ideas and resources that she’s used successfully.
Matthew initiates an online PLC to collaborate with other arts teachers around the world, participating, for the first time ever, in ongoing, relevant, and meaningful professional development.
The teachers receive email notifications each time someone updates the wiki, so they know when they need to visit the wiki for the latest resource. His online PLC grew exponentially as he explored the lists of people who those experts were following on Twitter, and Matthew started following some of them as well.
By joining a Ning, you can expand your professional network, gain new information and resources, and contribute to a community of like-minded educators.
After the meeting, each PLC member exports the meeting notes and saves them for future reference. Each team member is responsible for a section of the newsletter, and Google Drive allows them all to work on the newsletter simultaneously or individually on their own time. The time you put into building and maintaining your online PLC will benefit you and your students as you engage in ongoing learning and purposeful collaboration that can have a lasting impact on your classroom practice. Since teachers are the guiding force behind online PLCs, the collaboration and learning that takes place is meaningful.
Using collaborative editing tools, they post resources to share and create lesson plans and other documents together. The online community allows Yvette to build relationships with educators who have similar needs as well as veteran teachers whose expertise helps her become a stronger teacher. This online PLC allows him to gain new resources, instructional strategies, and solutions for overcoming obstacles. Before long, he was checking his Twitter feed a few times a day, each time finding a new resource or idea to try. Yvette regularly shares new ideas and resources she learns about through Ning with her colleagues at school. That said, we’re directing our resources into our newest efforts, so we won’t be adding to the archive or updating its contents.
When teachers direct the content and process of their PLC, they can ensure that their time collaborating is time well spent. They also take advantage of an online meeting space to carry on real-time conversations about grade-level topics. He also contributed to his online PLC by tweeting about his own successes and useful resources. They occasionally invite other colleagues to participate in their online meetings, including the instructional coach, media specialist, and principal, in order to tap into their expertise and expand their collaborative planning sessions. This means that as the North Carolina Standard Course of Study changes in the future, we won’t be re-aligning resources. Discussions and resources shared are relevant to participants and support them in their areas of need.
Our full-text and tag searches should make it possible for you to find exactly what you need, regardless of standards alignment. Many teachers and teacher teams may benefit from a blended approach, with a combination of face-to-face and online collaboration.

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