Professional Learning Community. 1. Sixty (60) minutes per week, divided into a minimum of thirty (30) minute blocks, will be dedicated to the work of professional learning communities (“PLC”). The collaboration of teams shall cover PLC work, the continuous improvement plans for the building (“CIP”), and the strategic (or long-range plan) of the district. PLC time shall not be considered planning time under the terms of this Agreement.
Professional Learning Community. Professional Learning Communities xxxxxx effective collaboration to set student growth goals for each course/subject area. Teachers on PLC teams “unpack” content standards in order to identify essential skills for mastery, develop common formative assessments to monitor progress, and evaluate data for mastery, intervention and enrichment.
Professional Learning Community. Article 11. Responsibilities of Unit Members 18 Article 12. Productive and Professional Workforce 18
Professional Learning Community. L.E.14.1 The parties recognize the importance of professional learning for teachers. Involvement in Professional Learning Communities shall be voluntary and not used in a TPA.
Professional Learning Community. 1. A Building Leadership Team (BLT) will be formed in each building consisting of representatives from each grade level or department.
Professional Learning Community. Article 11. Responsibilities of Unit Members ..................................................... 19 Article 12. Productive and Professional Workforce ............................................ 19 Article 13. Unit Member Evaluation.................................................................... 26
Professional Learning Community. I understand that the vision for faculty at Xxxxxxx Xxxxxxx Boys’ Leadership Academy Investment School is to build and sustain a Professional Learning Community that will improve the quality of all teaching and learning at the school; increase collaboration, transparency, and shared accountability amongst Staff; and contribute to a school-wide culture of excellence and high expectations for all students and all adults.
Professional Learning Community. I understand that the vision for faculty at Mound Investment School is to build and sustain a Professional Learning Community that will improve the quality of all teaching and learning at the school; increase collaboration, transparency, and shared accountability amongst Staff; and contribute to a school-wide culture of excellence and high expectations for all students and all adults. I commit to positive and active engagement in all aspects of the Professional Learning Community at Mound Investment School, including: professional development workshops and/or conferences; in-classroom coaching; development of and commitment to professional growth plans; common planning across grade levels and/or subject areas; and frequent collegial collaborations and/or observations. Mound Investment School will partner with the Center for Transformative Teacher Training (CT3) for the 2013- 2014 school year. As part of this partnership, all staff members will participate in workshops, training and ongoing coaching in the following broad areas: - School-wide culture - Classroom management coupled with real-time coaching support - Cultural competence training and development - “Unpacking” potentially disempowering mindsets Hundreds of schools in the United States have already undertaken this model and, in line with their experience, CMSD expects this to be a powerful experience for teachers at all stages in their careers. Staff members will be compensated accordingly for PD time outside regular school hours. An overview of the trainings is provided below: Component Description Time Allocation The No-Nonsense Nurturer An introduction to the No-Nonsense Nurturer protocols, theories and practices through classroom video analyses, lively discussions, planning periods, and role-plays. All staff members will be expected to implement the No-Nonsense Nurturer Four-Step Model to significantly advance student motivation, participation, engagement and achievement. 6 hours (August date TBD, prior to opening of school) Real Time Teacher Coaching As part of the Real Time Teacher Coaching model, any/every classroom educator may be selected to receive immediate, non-disruptive feedback from coaches via headsets during actual instruction. Prior to the coaching observation, the coach conducts a baseline observation of the teacher and holds a pre-coaching conference with the educator. After coaching the teacher in real time to increase student engagement, the coach and educator meet again to ...
Professional Learning Community. I understand that the vision for faculty at Almira Investment School is to build and sustain a Professional Learning Community that will improve the quality of all teaching and learning at the school; increase collaboration, transparency, and shared accountability amongst Staff; and contribute to a school-wide culture of excellence and high expectations for all students and all adults. I commit to positive and active engagement in all aspects of the Professional Learning Community at Almira Investment School, which will include cycles of coaching for continuous improvement (inclusive of and extending beyond the TDES cycle) of best practices to increase student achievement as well as feedback about my practice in varying forms and formats. I understand that real-time and other modes of coaching may be delivered by school instructional or administrative staff or other specialized interventionists, and that from time to time some coaches may ask me to capture classroom practice on video (under specific and controlled circumstances) to support robust coaching conversations. I understand that I will be expected to participate in a comprehensive and ongoing professional development strategy that commences prior to opening of school 2014, extends throughout the school year, and promotes staff accountability for student success. Summer sessions for all staff may be held on weekdays between August 1-8, 2014, and optional sessions may be offered between July 14-18, 2014. I understand that all staff will be appropriately compensated for time spent attending professional development outside the regular school day. I understand that, with sufficient formal notice from the school’s Academic Progress Team, myself and all staff are expected to attend and actively engage in activities delivered by the selected Primary Partner for Professional Development (as described below), and implement the model/techniques in demonstrable ways to impact student learning and academic achievement. Almira Investment School will partner with the Center for Transformative Teacher Training (CT3) for the 2014-15 school year. As part of this partnership, all staff members will participate in workshops, training and ongoing coaching in the following broad areas: - School-wide culture - Classroom management coupled with real-time coaching support - Cultural competence training and development The Center for Transformative Teacher Training (CT3) was founded in 2009 by acclaimed educators Xxx Xxxx...
Professional Learning Community. A form of professional development in which groups of individuals with shared interests work together with the goals of expanding their knowledge and improving their craft. (Xxxxxx, X.X, & Xxxxxx, M., 2015)
