Standards+Question+2


 * Read the Case Study regarding Learning Communities on page 9 of the NSDC Standards text handed out in class. In your PLC discuss Discussion Questions 1-3. Have a record keeper in your group synthesize your group's responses to these questions. If your group needed more information, describe what you need to know and how you would go about discovering this information.**

1. What is the role of district and school visions, missions, and goals in relation to this standard? Although this case study does not mention the districts involvement it shows a connection between the students and the teachers and the teachers with each other. This school does not have a funnel for curriculum. The school creates their own designs and maps. It does allow for additional planning between multiple departments. There seems to be interconnectedness between the school, staff, and students. The common goal is student achievement. 2. What factors and/or structures at the district and school levels support continuous learning and development, collaboration, and shared purpose of learning communities? What inhibits them? Time is a big indicator. If the school system provides time then it is a priority. If they do not provide the time then it is not a big priority. Mentoring new and inexperienced teachers is a good way to improve these areas. Staff structures and organizations can provide opportunity to collaborate and share. Peer review is an important way to provide a community of learning. Scheduling is a problem. Shared planning would improve collaboration, but it is sometimes impossible. Lack of funds to provide learning opportunities is another issue. 3. What kinds of teams are administrators and teachers assigned to? What are some of the current strengths and weaknesses of each team? They are connected with other staff and students for the interdisciplinary teams. They have a caseload of students to look after. This provides strengths in each field of study, and interconnects each subject. They help each other help the students. They share lessons and ideas. They use central themes to create a congruent stream of lessons. Student to teacher ratio is high. Also, the personalities/teaching styles may be in conflict. The unwillingness to change or incorporate cross curriculum planning is another challenge. Lastly, time involvement is high for each teacher. It would be difficult to cover all information required by state standards while utilizing cross curriculum design.

Extension Question:

How is the Learning Forward Learning Communities standard evidenced or not evidenced within your school systems? How did you come to these understandings about your school? Some schools are reverting from the team model to the more traditional model. Others are attempting to create this environment by creating an inside Academy where teachers work together on each grade level. Some school are adding additional planning time for teachers to get together to make improvements.