Learning Communities
Excelling Teaching & Learning : Professional Development : Career Ladder
Wanted!
Level 3, Step I Career Ladder teachers ready to increase student growth
through collaboration with colleagues in a learning community.If you are a lifelong learner interested in stretching and growing as a teacher and meeting all Career Ladder requirements in a challenging and meaningful way, apply now to participate in the Learning Communities Option for the 2007-08 school year!
Applicants must:
• have completed the CLI evaluation rotation OR completed the National Board Certification candidacy process
• be currently placed on Level 3, Step I
• select a focus of action research, differentiated instruction, TRIBES, OR writing rubrics across the curricula
• be able to deal with ambiguity and take responsibility for their own growthExpectations:
Participants in the Learning Communities option will be expected to:
• participate in workshops/seminars
• meet on a monthly basis with their learning community
• engage in reflective practice
• apply their designated area of focus of action research, differentiated instruction, TRIBES, or writing across the curricula in the classroom
• document student growth and teacher professional growth through a portfolio
• write a reflective summary addressing impact on student performance, possible modifications for the future, and impressions on the value of their efforts
• present/publish documentation in some manner
• stretch, grow, and have fun!Placement:
Participants in the Learning Communities option will be evaluated by their peers and a placement score will be determined based on criteria specific to their Learning Community.
Action Research | Differentiated Instruction | Writing & Rubrics Across the Curricula | TRIBES
Action Research*
Do you have questions about your teaching practice? Do you ever wonder why some things work so well with some students, and not so well with others? Do you have an interest in exploring some questions about YOUR teaching that may pose a series of questions that can lead to some new answers? If you are the problem-posing kind, are interested in conducting research in your own educational environment, and are willing to meet with other problem-posers, then Action Research is for you!
• Action Research is a process by which teachers systemically and carefully examine their own practice.
• Action Research is not the usual things teachers do when they think about teaching, nor is it about curriculum development.
• Action Research is systematic and involves collecting evidence on which to base rigorous reflection. Action Research involves problem-posing, not just problem-solving.
• Teachers will conduct actual research in their own classroom/environment using a range of testing procedures and data analysis for the purpose of improving their own teaching.
• Observation, interviews, surveys and journals are typical methods which action researchers use to investigate their questions as they write about their research and take responsibility for their professional growth.*For 2008-09, action Research groups with focus on science or instructional technology will be available if there are enough interested applicants. If interested, check the box on the application form.
Differentiated Instruction*
Have you ever been perplexed by the great diversity of your students? Trying to reach each student in the same way is a frustrating task for both the teacher and the learners. Shooting for the middle leaves top kids bored and bottom kids lost, and any other combination can be equally frustrating. Trying to teach all students in the same manner all the time can result in as much as two-thirds of the class being lost or bored.Differentiated Instruction (D.I.) is a way to meet the needs of the diverse learners in your classroom. D.I. takes a lesson and looks for ways to create options to meet the various ability levels, interests, and learning profiles of your students. The goal of differentiated instruction is not to individualize every lesson for every student, but to reach all students by providing options in the content, the procedure for learning, or the final assessment product.
Rubrics Across the Curricula*
If you wish to value rather than tolerate state and district-driven rubrics, and if you believe writing can and should cross the content areas, then this strand is for you.Rubrics Across the Curricula explores the value of integrating writing and rubrics to produce a richer learning environment within all classrooms. Teachers who join this strand will:
• learn how and why brain-based research supports the Rubric pedagogy
• reflect upon current practices to develop strategies/activities that integrate writing across the curricula
• reevaluate current assessment practices and instruments, modifying them to develop rubric systems that are based on state and nationally driven six point rubric systems.Participants should view themselves as teacher-researchers who will develop and implement unit/s and demonstrate evidence of their experiences. This strand requires a willingness to put brain-based research into action.
TRIBES
Are you a certified Tribes teacher who is currently implementing Tribes in your classroom? Do you want to improve and increase your strategies to engage students? Are you interested in establishing a risk free environment in your classroom?The outcome of the Tribes process is to develop a positive environment that promotes human growth and learning. This Learning Community will explore and examine the implementation of Tribes strategies in the classroom. Teachers in this strand will:
• Engage students in Tribes activities to promote higher level discussions and learning
• Utilize the Tribes 5 Step process while preparing lessons and activities
• Design learning experiences to reach students who learn in different ways
• Evaluate and reflect on activities to create a community of learners.
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