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Professional Learning Communities For Science Teaching

Author: Susan Mundry
Publisher: NSTA Press
ISBN: 1935155008
Size: 64.53 MB
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The volume begins with the argument that in a PLC environment, teachers receive continuous professional development, therefore improving their teaching skills to the benefit of student learning. Later chapters recount the origins of schools as professional learning communities, define the characteristics of professional learning communities, and review research on the subject.

Leading Professional Learning Communities

Author: Shirley M. Hord
Publisher: Corwin Press
ISBN: 1452294259
Size: 52.31 MB
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Imagine all professionals in all schools engaged in continuous professional learning! Education experts Shirley M. Hord and William A. Sommers explore the school-based learning opportunities offered to school professionals and the principal's critical role in the creation, development, and support of an effective professional learning community (PLC). This book provides school leaders with readily accessible information to guide them in initiating and developing a PLC that supports teachers and students. Using field-tested examples, the text illustrates how this research-based school improvement model can help educators: Increase leadership capacity Embed professional development into daily work Create a positive school culture Develop accountability Boost student achievement

Guiding Professional Learning Communities

Author: Shirley M. Hord
Publisher: Corwin Press
ISBN: 1452237018
Size: 69.44 MB
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Offers more than 30 structured "learning opportunities" to help busy educators put six components of effective PLCs into practice and facilitate individual and schoolwide development.

The Handbook Of Leadership And Professional Learning Communities

Author: C. Mullen
Publisher: Springer
ISBN: 0230101038
Size: 66.41 MB
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Contributors offer ideas, applications, and resources for helping leaders and educators tackle the challenges of building successful professional learning communities. This wide-ranging text will prove indispensable for any democratically accountable leader committed to organizational change through communities of practice.

Reach The Highest Standard In Professional Learning Learning Communities

Author: Shirley M. Hord
Publisher: Corwin Press
ISBN: 1452291837
Size: 66.17 MB
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Part of a groundbreaking 7-book series, co-developed by Learning Forward and Corwin, this book closes the "knowing-doing" gap by guiding educational leaders through the process for implementing the Learning Forward Standard for Professional Learning: Learning Communities. Tackling the Learning Communities standard, it provides: Original essays written by leading experts in the field to promote deeper understandings of the meaning of the Learning Communities standard An array of templates, tools, and protocols to help you design and delivery quality professional learning in your own district or school Case studies of districts "getting it right" and educators who have realized the promise of effective professional learning.

Stories From A Professional Learning Community Of Teachers

Author: Victoria Leigh Evans
Size: 43.34 MB
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In this narrative inquiry, stories were collected from a small group of science teachers collaborating as members of a professional learning community (PLC) in a local high school. This is qualitative research with a postmodern approach, a place-based micro-ethnography of particular teachers in a specific time. The purpose was to gain insights into how these teachers view their experiences as members of a PLC, specifically with regard to teacher agency, and perceptions of success teaching persistently low performing students in standard level science courses. This work is an arts-informed inquiry, using narratives and digital photographs--as well as reflections of themes revealed--collected as a gallery of portraiture walls giving voice to teachers. This study posits that PLCs can be constructed as thirdspaces, informed by Foucault's notion of heterotopias--places both real and imagined--to generate new ways of learning and being. Conceptions of space are a major focus throughout this research. Third space is approached through a lens of sociocritical literacy as hybrid space where traditional power dichotomies and assumptions of privileged forms of knowledge are re-negotiated. The findings suggest that professional learning communities hold powerful possibilities for increased teacher agency and improved student learning, especially with groups of underserved, marginalized students in classes where challenges are often ignored and silenced. It is strongly suggested that PLCs should not be mandated or forcibly implemented through administrative policies; in contrast, PLCs of particular groups of teachers sharing a common vision should be nurtured, encouraged, and supported with time and resources. Further holistic research is called for to reveal short- and long-term impacts of PLCs with teachers and students in the authentic context of learning to live well in a place. Implications for teacher retention, professional development, and teacher education are discussed.

Professional Learning Communities

Author: Jean Haar
Publisher: Routledge
ISBN: 1317926129
Size: 74.73 MB
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This book demonstrates how a professional learning community can increase teacher growth and student achievement. The authors provide detailed examples along with innovation maps to help school leaders implement the eight key elements of an effective PLC.

Science Teachers Learning

Author: National Academies of Sciences, Engineering, and Medicine
Publisher: National Academies Press
ISBN: 0309380189
Size: 46.46 MB
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Currently, many states are adopting the Next Generation Science Standards (NGSS) or are revising their own state standards in ways that reflect the NGSS. For students and schools, the implementation of any science standards rests with teachers. For those teachers, an evolving understanding about how best to teach science represents a significant transition in the way science is currently taught in most classrooms and it will require most science teachers to change how they teach. That change will require learning opportunities for teachers that reinforce and expand their knowledge of the major ideas and concepts in science, their familiarity with a range of instructional strategies, and the skills to implement those strategies in the classroom. Providing these kinds of learning opportunities in turn will require profound changes to current approaches to supporting teachers' learning across their careers, from their initial training to continuing professional development. A teacher's capability to improve students' scientific understanding is heavily influenced by the school and district in which they work, the community in which the school is located, and the larger professional communities to which they belong. Science Teachers' Learning provides guidance for schools and districts on how best to support teachers' learning and how to implement successful programs for professional development. This report makes actionable recommendations for science teachers' learning that take a broad view of what is known about science education, how and when teachers learn, and education policies that directly and indirectly shape what teachers are able to learn and teach. The challenge of developing the expertise teachers need to implement the NGSS presents an opportunity to rethink professional learning for science teachers. Science Teachers' Learning will be a valuable resource for classrooms, departments, schools, districts, and professional organizations as they move to new ways to teach science.

Teaching Science In The 21st Century

Author: Jack Rhoton
Publisher: NSTA Press
ISBN: 0873552695
Size: 76.45 MB
Format: PDF, ePub
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The collection of 21 provocative essays gives you a fresh look at today’s most pressing public policy concerns in science education, from how students learn science to building science partnerships to the ramifications of the No Child Left Behind legislation.

Learning Science Teaching Developing A Professional Knowledge Base

Author: Bishop, Keith
Publisher: McGraw-Hill Education (UK)
ISBN: 0335222358
Size: 53.30 MB
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The book argues that highly accomplished science teachers are also continually learning science teachers. It stresses the importance of learning through others, by participation in communities of science practitioners, as well as individual learning through classroom research.