PLCs in Action: Innovative Teaching for Struggling Grade 3–5 Readers

Abstract

A group of elementary school reading teachers used their time in a Professional Learning Community to develop a systematic intervention to address the needs of struggling readers in grades 3 to 5. Working as a team, they identified a collection of books that was culturally diverse, high interest, appealing to boys and girls, aligned with curriculum across the grades, and equally representative of fiction and non‐fiction. Using the collection of books as a starting place, the group wrote lessons that addressed decoding, vocabulary development, comprehension strategies, and responding to standardized test question stems. The resulting intervention led to growth in reading level as well as accelerated progress on the state mandated end of grade test in reading. The PLC offered this group of experienced reading teachers a district‐supported framework for working together to create a locally relevant solution for the students they teach.

Análisis del modelo de Comunidades Profesionales de Aprendizaje a partir de la indagación en experiencias de colaboración entre profesores

“…Las CPA fueron diseñadas desde la teoría de aprender haciendo, célebremente desarrollada por J. Dewey en Norteamérica, en su implementación han permitido la generación de múltiples innovaciones en diversas escuelas a partir de una clara organización inicial desde el equipo directivo y la orientación de las prácticas docentes al logro de aprendizajes en todos los estudiantes por medio de la colaboración entre profesores (DuFour, 2004;DuFour, DuFour, Eaker, & Many, 2010;DuFour & Mattos, 2013;Roberts & Pruitt, 2009). Las investigaciones publicadas en las últimas décadas sobre el impacto de las CPA en establecimientos educativos de diversas características, indican la pertinencia del modelo para fomentar y destacar las capacidades de los profesionales de una escuela, además evidencia la influencia positiva del modelo en el clima escolar y en la satisfacción de los docentes con su trabajo como profesionales de la educación, como lo ha presentado especialmente en contextos norteamericanos (D'Ardenne et al, 2013;Dogan, Pringle & Mesa, 2015;Ning, Lee, & Lee, 2015;Owen, 2014)"id" : "ITEM-1", "issued" : { "dateparts" : [ [ "2013", "4", "12" ] ] }, "page" : "n/a-n/a", "title" : "PLCs In Action: Innovative Teaching for Struggling Grade 3-5 Readers", "type" : "article-journal" }, "uris" : [ "http://www.mendeley.com/documents/?uuid=a1f51231-a0e4-428b-a0a0-1afbaf199e3b" ] }, { "id" : "ITEM-2", "itemData" : { "DOI" : "10.1080/13540602.2015.1055447", "ISSN" : "1354-0602", "abstract" : "The development of teacher professional learning communities (PLC. En la tabla siguiente se han resumido parte de los hallazgos referidos a la implementación de las CPA en diversos contextos según indicadores de alta relevancia para la mejora escolar: Tabla 1.…”

The Teacher Community Role toward Teacher Professionalism on Designing EFL Instructional Objectives

“…Teacher communities are effective in bringing about genuine modifications in teaching methods, beginning with the teachers themselves (D'Ardenne et al, 2013).…”

Educational Leaders’ Views About School Culture, Climate, Leadership, And Success: A Comparative Study Of New Zealand, Finland, And Ghana

“…Students' learning has become the foremost priority of educational leaders working in PLCs (Stoll & Louis, 2007). A large body of literature has characterised PLCs with many qualities (D'Ardenne et al, 2013;DuFour & Fullan, 2013;Easton, 2011;Penner-Williams, Díaz, & Gonzales Worthen, 2017;Vanblaere & Devos, 2016;Wennergren & Blossing, 2015). Stoll and Louis (2007, p. 18) report that for a school to demonstrate commitment to professional learning as a community, it must exhibit eight key traits as the means to improve students' learning and staff effectiveness.…”

“…Shared decisions on instruction and curriculum agreed during staff meetings or departmental meetings provide a clear basis for the pedagogical purpose for students' learning (Lin, Zhang, Chen, & Lee, 2016). This helps members to be aware of and committed to the school's mission (D'Ardenne et al, 2013).…”