Flipped classrooms start from the same premise as PLC’s. A flipped classroom occurs when instruction is presented to students in video format. It can be viewed at home and subsequently opens up during the class period for teaching and enrichment opportunities and not lecturing (Fulton 2012). The topic of flipped classrooms has become very popular. PLC’s are designed to promote discussion to further both teacher and student learning. There was a flipped classroom and PLC experiment done in Byron, MN. Classrooms in Byron, MN have applied the flipped classroom philosophy. Teachers are able to watch videos to see both instructors and students in other areas during the school day (Fulton, 2012). To avoid student and staff from being nervous or feeling uncomfortable the class is being recorded. The observer can watch and decipher other learning …show more content…
The administrative team joined a study group. Secondly, the administrators had to engage staff in teamwork and focusing on student learning. Third, principals had to define a clear vision for their school. .Lastly, all staff was offered a three month in-service training program on differentiated learning. The findings concluded that a strong relationship between a school’s level of effectiveness and the teachers’ perception of the PLC (Siguroardottir, 2010). Siguroardottir’s study, showed evidence of when the school engaged in teamwork, by having a clear vision for their school and by attending in-service training, principals effectively implemented and strengthened PLC’s. He also found that as teachers’ skills improved their work conditions inside the classroom it directly affected student outcomes that improved their school life and outside the classrooms (Siguroardottir, 2010). Student success cannot exist without collaboration, proper skills and work conditions. III. What Impedes PLC Formation and
In the article Should Colleges Really Eliminate the College Lecture? by Christine Gross-Loh, Loh discusses the relevance of traditional college lectures and how it could become obsolete in the near future. She explains how a “flipped classroom” could be more beneficial in terms of academics and show improvements in students learning abilities.
Frank, V. V. (2009, September). Framework for Improvement: Effective School Leadership Translates into Increased Student Learning. The Learning Principal: National Staff Development Council , pp. 2, 6-7.
Stacey, M. (2009). Teamwork and collaboration in early years settings. 1st ed. Exeter: Learning Matters.
According to the Flipped Network, “Flipped Learning is a pedagogical approach in which instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter”(FLN, 2014). The Flipped Classroom is also known as inverting the classroom, which means that the events that usually take place in this defined by classroom will now take place outside the classroom and vise versa. Teachers can have students use the plethora of technologies to assist the students by having access to lectures, video presentations, and other materials
Standard 1 of the Florida Principal Leadership Standards (2011) describe the priority of the school leader as, “effective school leaders demonstrate that the student learning is their top priority through leadership actions that build and support a learning organization focus on student success”. Our number one priority and focus is and always should be our students. They are the reason behind our professions. It is the faculty the ones who should be supported by the administrators. The leaders should celebrate their success, encourage them, support their assertive instructional decisions, and motivate them each day to create the right conditions for learning. The principals must plan to project growth the most accurate possible, employing all the help that they could get for this challenging task. Students should not be affected because qualified teachers are not available. Strategic schools use the resources at had to relocate, and alleviate the human resources problems.
The younger generation ought to have the best foundation in their early years experience in order to prepare them for the challenges they will face as they move forward into adulthood. Therefore, the quality of early years education has significant impact on children’s development. Who can influence the quality of the early years setting? Leader plays a vital role in establish a positive relationship and team culture among staff in order to provide a meaningful learning environment for children. There is a large volume of published studies describing that effective leader is essential to the high quality of early years setting (Lewis and Hill, 2012).
The most immediate and significant outcomes of professional development activities lie with the teachers’ knowledge and practices. This equates to the significant factor for influencing the relationship between professional developments and improving student outcome (Guskey & Sparks, 2002). The knowledge and practices of administrators are also influenced by the quality of the professional development program. Administrators may not influence students’ outcomes directly however Guskey (2002) identifies two ways in which administrators can influence students’ outcomes indirectly. Through their interaction with teachers and their leadership in forming school practices and the school culture, administrators can have immense influence over student outcomes (Guskey & Sparks,
The planning in PLC’s contributes to providing a structured framework that includes reflections and evaluations. Furthermore, the PLC meetings builds a culture that supports collaboration and helps to develop shared beliefs. For instance, teachers at my school have one day a month to go into another teacher’s room to observe or demonstrate a new activity that they had plan together. In addition, teachers use questioning or exit slips to see if the lesson or activity as produce the desired learning (Collaborative Planning, 2016). Teachers can be the students by role playing. During the PLC’s, the teachers can model behaviors, how to anticipate how the content writing based instruction with students because teachers are acting like the students in the PLC. Doing this helps teachers to see why students are not motivated to write and then figure out together as a team to incorporate cooperative interaction between faculty and students. The teachers work together as if they are the students. Next, the teachers take the new information or lesson and model and use it with students in the classroom and allowing others teachers to come in and observe. Afterwards, we will debrief with each other and see what worked and what did not. The meetings are important just as an actual observation. Also, after the debriefings, a writing coach work with teachers in a day-long. Today good teachers are in classrooms, but to be a great educator, one needs to be able to study, be reflective, practice and lots of hard work. Professional learning communities are only one method for teachers to gain knowledge. It is necessarily important that teachers have high-quality PLC’s because it not only for teachers but students as well. By engaging faculty and students in active learning, allows everyone to have a stake in the education. Sometimes it is not just working
In summary, I believe an effective teacher has the most influence on an effective school. Because of this, I consider Cooper’s characteristics centered on effective teaching as most important. I do also believe that fostering effective teaching skills through effective professional development programs are essential to creating an effective school. Furthermore, I would not discount the roles of non-teachers in the school setting, as they contribute to a school’s overall effectiveness too.
With the widespread use of digital technology, the classroom teaching approaches and practices went through remarkable changes. When compared to the past ten years, today the classrooms look entirely different in terms of programs and technical tools used to enhance the learning skills of students.
Zuckerman, M. B. (2005, October 10). Classroom Revolution. U.S. News & World Report. p. 68. Retrieved from EBSCOhost.
Principal Pettis has to come to the realization that it is not possible to “have all the competence, all the time, and all the information needed at any one time to get the job done.” (Sergiovanni, 2015, p. 12). She will have to empower and cultivate leadership skills in teacher-leaders to give her an equitable perspective on the needs of her school. In this way, learning is ongoing for all, making the important connection between leadership and learning that is so powerful in successful schools. With these few changes, the heartbeat of the school is
In the book Introduction to Teaching: Becoming a Professional, Kauchak and Eggen (2014) identified schools as social systems and wrote, “Social systems work effectively when their components work together to meet their goals” (p. 181). The components listed were the staff and faculty members of a school, the physical building of the school itself and surrounding areas, and the curriculum. The characteristics of an effective school such as its optimal size, good leadership, high collective efficacy in teachers, teachers involving students in learning activities and lessons, frequent assessment of students by teachers and continual feedback from teachers to students, safe and orderly environment, and positive parental and community involvement may all be grouped with these components. For instance, the staff and faculty members of a school include teachers and the leader. The physical building itself and its surroundings include the size of the school as well as the parents and community surrounding it. The two previous components can both be associated with a safe and orderly environment. Plus, the curriculum is related to interactive instruction and the monitoring of student progress.
Tarricone, P., & Luca, J. (2002). Successful teamwork: A case study. (pp. 640-646). Milperra: Higher Education Research and Development Society of Australasia, Inc. DOI: www.herdsa.org.au
In the role of a principal are many factors that influence the style in the administration of a school. These factors can be the vision and goal, communication, teamwork, collaboration among all stakeholders (Glickman, et al., 2010). In education, are encounter different philosophies that are determine by the school system (Moccozet, et al., 2009). These philosophies drive the mission and vision of a school, that varies from school to school and some of this schools incorporate the philosophies as part of their mission. The philosophies of education that are present in the chosen school are existentialism, and experimentalism (Glickman, et al., 2010...