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What is Professional Learning Communities (PLC)

Chapter 23
Handbook of Research on Teacher Education and Professional Development
Groups of teachers who utilize online tools and face-to-face meetings to engage with colleagues on mathematics content and pedagogy.
Published in Chapter:
Lessons Learned from Designing and Implementing a Three-Year Professional Development Program
Jennifer V. Jones (Rutgers University, USA) and Cecilia C. Arias (Rutgers University, USA)
Copyright: © 2017 |Pages: 13
DOI: 10.4018/978-1-5225-1067-3.ch023
Abstract
This chapter highlights a process of creating, revising, and evaluating a professional development (PD) program for in-service upper elementary teachers (grades 3-6), titled the Central New Jersey Partnership to Enhance Mathematics Achievement (CNJ PEMA). Beginning with the research base that informed the initial design of the multi-year program, a description of the program components and implementation, a discussion of the revision process, and lessons learned from formal evaluation (daily feedback forms) and teacher reflections are provided. In particular, attention is focused on how the program sought to include teachers as partners in the creation and revision process as a way to provide them with a voice and choice in their own professional learning.
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Chapter 6
Joint Professional Development of Teacher Candidates and Mentoring Teachers in Using Project-Based Learning for 21st Century Learning Outcomes
Work teams in public schools usually organized around grade levels to investigate specific topics for professional development.
Published in Chapter: Joint Professional Development of Teacher Candidates and Mentoring Teachers in Using Project-Based Learning for 21st Century Learning Outcomes; From: Handbook of Research on Global Issues in Next-Generation Teacher Education
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Chapter 2
Preparing and Training Higher Education Faculty to Ensure Quality Online Learning and Teaching
A type of professional development opportunity in which a small-to-midsize group of instructors meet regularly to discuss a specific topic, set of topics, or praxis. Some PLCs are purposefully structured so the team members teach the same or in similar fields. Other PLCs are purposefully structured so the team is interdisciplinary. Related to faculty learning communities (FLC), cohort-based learning communities, and topic-based learning communities.
Published in Chapter: Preparing and Training Higher Education Faculty to Ensure Quality Online Learning and Teaching; From: Ensuring Quality and Integrity in Online Learning Programs
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Chapter 13
A Scenario That Works: Adapting the Army's Soldier Skills Training Model to Teach K-12 Teachers Technology
A voluntary group of individuals who gather to study and discuss some aspect of their profession with the goal of improving or expanding their knowledge in their profession.
Published in Chapter: A Scenario That Works: Adapting the Army's Soldier Skills Training Model to Teach K-12 Teachers Technology; From: Handbook of Research on Positive Scholarship for Global K-20 Education
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Chapter 44
Criteria That Contribute to High Quality Teaching
Are groups in which the teachers in a school and its administrators continuously seek and share learning and then act on what they learn. The goal of their actions is to enhance their effectiveness as professionals so that students benefit. This arrangement has also been termed communities of continuous inquiry and improvement.
Published in Chapter: Criteria That Contribute to High Quality Teaching; From: Encyclopedia of E-Leadership, Counseling and Training
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Chapter 1
Universal Design for Learning (UDL) Guidelines for Mobile Devices and Technology Integration in Teacher Education
Work teams in public schools usually organized around grade levels to investigate specific topics for professional development.
Published in Chapter: Universal Design for Learning (UDL) Guidelines for Mobile Devices and Technology Integration in Teacher Education; From: Handbook of Research on Digital Content, Mobile Learning, and Technology Integration Models in Teacher Education
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Chapter 13
Social Justice Pedagogy and Collaborative Online International Learning (COIL): Across Three Partner Higher Education Institutions
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