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By Camille LoParrino October 26, 2005 -- 07:31 PM
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I was just
reading something about this recently where it said how
unbeliveable it is that teachers received computers before they
received telephones. Also, in this modern times of
telecommunications, teachers do not even know what’s going on in the
rooms next door to them. . Let’s get on those computers, ladies, and e-pal away, eh? cams
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By Tina Krenov April 29, 2009 -- 01:06 PM
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At our site, there seems to be an impression that in a PLC environment, NO decisions should be top-down. My personal thought is that some decisions can/must be top-down for a variety of reasons that are sometimes beyond the control of the teacher or even the principal. What do you think?
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By Amanda Collins July 16, 2009 -- 08:14 PM
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I have to agree. Sometimes decisions need to be made by the principal in order to make progress. If you collabrate every decision, nothing gets done. I think in a PLC model, too much emphasis can be placed on collabration when you, the PLC leadership team, need to chose which decisions are important enough to include the rest of the staff.
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Reply to Amanda Collins
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By Socorro Rios August 4, 2010 -- 06:46 PM
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After reading your initial post on your blog, I want to share my opinion about PLC. I think you really are participating in a Profesional Development Community when you are actually learning in a a nurturing environment that encourage faculty collaboration in the effort to develop effective strategies to enhance student learning in our schools. In a learning community, teachers focus on learning rather than teaching, work collaboratively, and hold yourself accountable for results.
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By Deborah Hatchell-Carter August 7, 2010 -- 07:28 PM
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PLCS ARE THE WAY! Our PLC has taken our school from a PI 2 (program improvement year 2) to a PI 1 school in just one year's time. The implementation of the PLC approach at our site has shifted the culture of our school for the better. Our teachers are far more collaborative than ever before, since they have been given the time each week to work as a grade level together. This has strengthened their teaching practice and improved student performance. Teachers have built a common, consistent grade level program, common assessments, and student progress monitoring practices. This has also built distributive leadership school-wide and helped grade level teachers set and meet SMART goals for ELA and Math achievement, as well as accelerated goals for targeted subgroups of students to close our achievement gap. PLC is a very valuable professional development and school reform tool, as our story indicates...IT WORKS...BUT IT TAKES A LOT OF WORK....
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By angelica laurencon August 9, 2010 -- 05:02 AM
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Professional learning communities could replace the old and inefficient educational systems in Europe and wordlwide. It's expensive, the contents don't fit any longer to the reality .... and the amazing quantity of knowledge wordlwide available should be translated to those how need it: the deciders of tomorrow.
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Reply to angelica laurencon
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