Professional Learning Communities. The parties will continue to work together to strengthen the professional learning communi- ties for job-alike groups within MCAAP. The parties will identify opportunities to improve the Professional Learning Communities (PLCs) to ensure that they are addressing known concerns or issues and identifying opportunities for improvement that support student achievement.
Professional Learning Communities. 8.02.02.A Improving the academic performance of students is continuous job- embedded learning for teachers in a collaborative structure or a Professional Learning Community (PLC). Teachers will participate in PLCs and develop an interdependent culture focused on learning, collaboration and results. These collaborative teams also will use data, professional experience and best practice to ensure the success of all students.
Professional Learning Communities. 22-1: PLC consists of collaborative work in processes of collective inquiry and action research, using shared data to achieve better results for the students. PLCs operate under the assumption that the key to improved learning for students is continuous job-embedded learning for the team.
Professional Learning Communities. By October 1, 2010, the parties agree to establish a ten (10) member joint Professional Learning Community (PLC) steering committee consisting of equal numbers to be chosen by each side. Schools shall select a model for incorporating PLC time into their schedules from a list approved by the PLC steering committee. The models will include paid and unpaid options: one (1) model may include the use of one of four (4) weekly planning periods on LRC time in elementary schools and one of five (5) such periods in secondary schools. Schools may also request approval by the steering committee of their own option for scheduling PLCs. The model selected shall be determined by a majority vote of the faculty. PLCs shall meet not more than twice monthly (September through May). Additional PLC meetings shall be voluntary.
Professional Learning Communities. 1. During the negotiations process of 2016, the Polaris Education Association identified the manner in which Professional Learning Communities (PLCs) are currently operating as a significant issue that was of importance to its members. There was a lengthy discussion surrounding this issue, which included discussion about the original intent of PLCs versus how they are currently operating.
Professional Learning Communities. Time will be regularly scheduled for teachers to participate in Professional Learning Communities (“PLCs”). PLCs will have the following structure:
Professional Learning Communities. 21.1 The La Mesa-Spring Valley Teachers Association and the School District are committed to excellence and Professional Learning Communities (PLC) as a means of continuous improvement. The dedication of every employee will allow us to ensure high levels of learning for each and every student. To maintain this effort, we jointly agree that the development of PLCs is the right work in which to be engaged. To ensure the proper and sustained development of this continued improvement, we agree to implement and support the following: ● Districtwide modified day (currently Tuesday) ● Professional learning on modified days as delineated in 21.2 below ● Professional learning on the concepts and practices of PLCs ● Support and assistance for the development of PLCs to support and assist development of Pyramid Response to Intervention (PRtI), which separates learning communities from traditional schools. This requires staff to work together to design and implement a multi-tiered intervention system, creating a schedule that ensures students will receive extra time and support for learning in a timely, directive, and systematic way. ● District and site celebrations of success
Professional Learning Communities. For the purpose of implementing a Professional Learning Community (PLC) type model, the Administration and the Association agree that:
Professional Learning Communities. 11 The District and Association have a common interest in creating/developing PLCs in our District as an 12 important way to improve student learning for all students. "Professional Learning Community" 13 ("PLC") is a collaborative team process based on participants reaching consensus on their missions, 14 values, norms, and goals. Collaborative discussions around shared-goals, shared decision-making and 15 shared-responsibility are foundational. In a PLC, staff work collaboratively in recurring cycles of 16 collective inquiry and action research in order to develop high quality curriculum, instruction, 17 interventions, and assessments with the goal of improved student learning. 18 19 The process of successfully developing and implementing PLCs requires commitment to resources 20 such as time and training as well as a commitment to reflective practice and an action/results
Professional Learning Communities. The Union has secured $1,500 in funds from the university to run a monthly Professional Learning Community series. This series focuses on: addressing the marginalization of TAs of underrepresented identities; navigating structural issues of race, power, privilege, and oppression; providing tools and strategies to be implemented in the classroom; helping TAs feel more confident and supported in teaching; and building a network of support and resources for you and your students. For more information, contact Effat Id-Deen, the chair of the Union’s Pedagogy Committee (xxxxxxx@xxx.xxx). Stipends Level one employees are those with less than one year of experience. The minimum biweekly stipends for a level one employees are as follows: Level two employees have a Master’s degree/equivalent and/or two semesters’ experience as a graduate assistant. Here are the minimum stipends for level two: Level three employees are those who have a Master’s/equivalent and have completed at least four semesters of a graduate assistantship, though it may vary up to six by the college you are employed by, if that was founded in 2004 or prior. NOTE: Experience to move up levels does not need to be as a teaching assistant! Being a research assistant or on a full support fellowship also counts. Schedule of Minimum Biweekly Stipends 2019-2020 2020-2021 2021-2022 2022-2023 Xxxxx 0, 0/0 Xxxx 000 000 000 000 Xxxxx 0, 1/2 Time 830 872 916 938 Level 1, 3/4 Time 0000 0000 0000 1407 Xxxxx 0, 1/4 Time 459 482 506 519 Xxxxx 0, 1/2 Time 918 964 1012 1038 Xxxxx 0, 0/0 Xxxx 0000 0000 0000 0000 Xxxxx 3, 1/4 Time 479 503 528 541 Xxxxx 0, 1/2 Time 958 0000 0000 0000 Xxxxx 0, 3/4 Time 1437 1509 1584 1623 Tuition Waiver Tuition waivers are given for nine credits in the Fall and Spring Semesters, and Five in the summer semester. Additionally, a tuition waiver pool of 500 credits/year has been granted in the contract, so if this waiver is insufficient, check here to apply for extra credits covered by the pool! The pool usually closes approximately a month and a half before the semester begins.
