Differentiated Professional Development in a Professional Learning Community

ISBN-10: 193400961X

ISBN-13: 9781934009611

Edition: 2010

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Schools and districts that function as professional learning communities (PLCs) have a keen understanding of the connection between teacher learning and student learning. They know that when teachers acquire new knowledge and successfully transfer that knowledge to their classroom practice, student learning improves. They know that continuous, collaborative, job-embedded learning is the model of professional development that is most likely to achieve that result. But Linda Bowgren and Kathryn Sever maintain that PLCs have generally overlooked one crucial element: differentiation for teacher learners. The authors have seen firsthand that adding differentiation to the mix greatly increases the chances of improving practice, which ultimately sustains the development of the professional learning community. Differentiated Professional Development in a Professional Learning Community presents the research and the strategies that will enable PLCs to implement targeted differentiated professional learning. The core of the differentiation process is the three-step model the authors call ¿I Do, We, You Do.¿ Teacher leaders/trainers carry out the first step by introducing and demonstrating new strategies to the teachers who will be implementing them in their classrooms. They then begin differentiating the teachers¿ learning by determining what each individual needs to reach the point of using the strategies independently. During Step 2, teachers receive the most appropriate types of support¿for example, coaching, peer observations, co-teaching¿until they are ready to teach the strategies to their students (Step 3). But the cycle does not end there. The teachers return to their collaborative teams, share their progress and challenges, examine student work, analyze data, and help their colleagues use the strategies more effectively in their classrooms. As teacher learners grow their expertise, the PLC becomes stronger, and student learning reaches ever-higher levels. In addition to thoroughly explaining the process of differentiated professional development, Bowgren and Sever show it in action. Based on their extensive combined teaching and administrative experience in a PLC district, they allow readers to observe demonstrations, coaching sessions, and team meetings and to listen in on teachers¿ conversations as they adapt to the challenges of continuous learning. These glimpses into the workings of a PLC engaged in implementing differentiation are among the book¿s greatest strengths.
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Book details

List price: $24.95
Copyright year: 2010
Publisher: Solution Tree
Publication date: 4/18/2014
Binding: Paperback
Pages: 168
Size: 6.25" wide x 9.25" long x 0.50" tall
Weight: 0.638
Language: English

About the Authors
The Basics of Differentiation
A Cultural Shift
Differentiation in Practice
The Power of Differentiation
A Differentiation Mindset
Differentiation and Collaborative Learning
One Learning Experience, Two Learners
A Formula for Success
Adult Learning Theory and a Three-Step Model for Differentiated Professional Development
Conditions for Children's Learning
Malcolm Knowles and Adult Learning Theory
Teacher Learning Needs
The Gradual Release of Responsibility Model
"I Do, We Do, You Do": A Three-Step Model for Differentiated Professional Development
Setting Up Differentiated Job-Embedded Professional Development
Collect Data
Determine Initiatives and Targets Based on Data Analysis
Choose Formats for Delivering Professional Development
Encourage and Select Leaders/Trainers/Facilitators/Coaches
Provide Time and Sustained Training for Leaders/Trainers/Facilitators/Coaches
Build Positive Relationships and Learning Environments
Motivate Adult Learners and Remove Barriers to Learning
Implement the "I Do, We Do, You Do" Model to Differentiate and Sustain Learning From the Introduction to the Embedding of Concepts
Putting It All Together
Demonstration and Expectation: "I Do"
Expectations for Learning
A Team Experiences Step 1
Differentiating Demonstrations
A Foundation of Trust
The Power of Demonstration
Approximation and Response: "We Do"
Learning in Context
Differentiation in Step 2
Managing Discomfort
Coaching: The Heart of "We Do"
Differentiated Coaching
Watching the Action
Responsibility and Use: "You Do"
An Evolutionary Process
Listening in on Teacher Reflection
Leaders' Follow-Up
Results of the Differentiated Framework
Teacher Leaders as Mentors and Team Facilitators
Teacher Leaders as Mentors
Teacher Leaders as Team Facilitators
Teacher Leaders as Lifelong Learners
Time Out!
Superintendent's Conference Day Time
Early Release and Late Arrival Time
Roll-Through Time
Release Time
Restructuring the Workday
Online Resources
Harnessing Time
Ten Principles for Principals
You Get What You Model
Data and Evidence Define Focus
Empower Teacher Leaders
Foster a Safe Environment
Build Bridges Between Grade Levels and Schools
Support the Big Picture of Systematic Initiatives
Allocate Resources to Support Professional Learning
Be Visible
Plan Faculty Meetings to Promote Learning
What Gets Assessed Gets Done
The Principal as Learning Leader
Sharing the Journey
The Evolution of Maine-Endwell
Reflecting on the Journey
References and Resources
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