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Professional Learning Communities

School-based Professional Learning Communities. Aim is to provide questions and guidelines to support the development and embedding of effective performance and development culture in a school.

 

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Reflection

  1. What constitutes professional learning in your school?
  2. What are the features of sustainable professional learning?
  3. What are the features of professional learning that will be transferred to the school and classroom contexts?
  4. What are the different types of professional learning that you heard Amanda and Emily refer to?
  5. How effective is your school’s professional learning community?

What the Experts say:

“Research shows that a good performance and development system in schools improves student learning outcomes by identifying the specific areas where a teacher’s performance can be improved and by providing targeted professional development to do so.”

Department of Education and Training. (2004) Blueprint for Government Schools: future drections for education in the Victorian government school system

Blueprint Strategy Four: Creating a Performance and Development Culture

Creating a Performance and Development Culture identifies five elements necessary for a Performance and Development Culture. One of these elements is quality professional development. In order to achieve Level Four accreditation for this element, the school leadership team must:

  • Ensure that all teachers participate in a structured PD program, which is explicitly linked to both individual needs and to school priorities
  • Have high quality PD at both group and individual level
  • Demonstrate skill or knowledge transfer into the classroom and positive impact on students
  • Link PD to career and succession planning and teacher’s future aspirations
  • Ensure that its PD program reflects the Principles of Highly Effective Professional Learning
  • Effectively implement PD policy and guidelines
  • Evaluate PD programs annually

Source: Archdiocese of Melbourne

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