RSA #3 Challenging the Landscape of Teacher Education Via Online Teaching and Learning

ERIC #EJ829510

Online learning communities are interactive, collaborative and student centered. “In the online environment, all students have a voice and can be required to contribute to discussion” (Miller, 2009, p.5). Online learning communities are very different from face-to-face learning communities. “When teaching and learning leave the classroom, many elements are left behind and new expectations emerge” (Palloff & Pratt, 2007, p.11). In a face-to-face situation a persons’ presence is seen. However, in an online community social presence must be established in other ways. There are advantages and disadvantages to online and face-to-face learning communities.

After completing a study of students in an online graduate education program, Shin and Lee (2009) found that most students were satisfied with the program. However, the students recommended adding face-to-face time also. Combining online learning with face-to-face learning forms a hybrid community. “When a traditional classroom environment and online world are combined, students are likely to benefit from the best of both worlds” (Shin & Lee, 2009, p.33).

Everyone does not believe that a hybrid model is the best way of learning. Palloff and Pratt (2007) stated that, "having periodic face-to-face meetings throughout the term in a predominately online course can actually detract from the online work; what tends to happen is that posting to the discussion will drop off as a face-to-face meeting approaches, and then it will take time to build again" (p.33).

Deciding which type of learning environment is best, should be left up to the learner. Different personalities perform differently. An introverted person may learn best in an online community. An extroverted person may learn best in a face-to-face learning community. There are many people that could benefit from a combination of both in a hybrid community. Technology continues to transform the field of education and the way people learn.

References

Miller, A. S. (2009). Collaborating in Electronic Learning Communities. ERIC Document Reproduction Service No. ED505959.

Palloff, R. M. & Pratt, K. (2007). Building Online Learning Communities. San Francisco, CA: Jossey-Bass.

Shin, M. & Lee, Y. (2009). Changing the Landscape of Teacher Education Via Online Teaching and Learning. Techniques: Connecting Education and Careers, 84(1), 32-33. ERIC Document Reproduction Service No. EJ829510.

RSA #2 Leading Professional Learning

http://www.aasa.org/SchoolAdministratorArticle.aspx?id=7620

Module 3 discusses learning community outcomes and the promise of professional learning communities. The learning community outcomes can be seen as either actions or products that vary depending on the purpose and participants in the PLC. The promise of professional learning communities are the benefits seen by changing the school culture to include PLCs.

“Leading Professional Learning” by Michale Fullan discusses ways to implement a successful PLC in schools and the results that can be seen if this is accomplished. He gives six implications to establishing a lasting PLC in schools. The main emphasis is on changing the culture in schools. There needs to be collaboration between schools and not just within one school. “Breaking down the walls of schools is a concomitant part of breaking down the walls of the classroom” (Fullan, 2006, p.4). “Teachers Talking Together: The Power of Professional Community” discusses all the advantages of professional learning communities in schools also. However, this article states, “the key is for every school to find its own solution” (Nathan, 2008, p.3). This goes strongly against Michale Fullans’ emphasis on schools working together in a district.

A functioning school PLC will make schools more accountable to the public and increase the collaboration with students and parents in order to ensure success. Leadership will also be increased in the schools. “Leadership is not about making clever decisions… It is about energizing other people to make good decisions and do better things” (Fullan, 2006, p.5). By changing the culture in schools, we will be creating professional learning communities that “can provide the structures and processes that support learning while doing, responsive rather than reactive behaviors, and the capability of making informed decisions about curriculum priorities” (Martin-Kniep, 2008, p.151).

References

Fullan, M. (2006). Leading Professional Learning. The School Administrator, 63(10). Retrieved from http://www.aasa.org/SchoolAdministratorArticle.aspx?id=7620

Martin-Kniep, G. (2008). Communities that Learn, Lead, and Last. San Francisco, CA: Jossy-Bass.

Nathan, L. (2008). Teachers Talking Together: The Power of Professional Community. Horace, 24(1). ERIC Document Reproduction Service No. EJ849815.

RSA #1 Team Strategies for School Improvement: The Ongoing Development of the Professional Learning Community

When creating a professional learning community in a school, the goal should be to create a PLC that will last. By creating a lasting PLC, teacher productivity and student achievement are ensured. There are many factors that go into creating a lasting PLC. Two of these factors are the members of the school PLC and the vision that they collaboratively agree on.

According to Youness Elbousty and Kirstin Bratt (2010), it is important that “the values and goals of the school become shared among the faculty, students and surrounding community” (p.3). The school PLC needs to create a vision that teachers, administration and community members agree on and it should benefit student learning. “In a professional learning community, teachers, administrators, and others “commit to” rather than “buy into” the vision because it was developed by them rather than only the principal or a small group” (McREL, 2003, p.1).

Another factor for a lasting school PLC is organizing members that want to be in it. Giselle O. Martin-Kniep (2008) states that, “Ideally, those in a community should want to be in it” (p.81). The article Team Strategies for School Improvement: The Ongoing Development of the Professional Learning Community, discusses the challenges of meeting this goal. Teachers may reject the idea of working collaboratively for many reasons. They may think it is too difficult to come to a consensus on ideas when they are working with other staff. Teachers could feel that they are doing more work than their colleagues and not receiving credit for the work they accomplished. Also, teachers may initially claim to be on board but do not want to continue when issues arise in collaboration. In order to keep teachers involved, the PLC needs to show teachers how rewarding working collaboratively can be. “The PLC must find a way to welcome and encourage all colleagues” (Elbousty & Bratt, 2010, p.2).

Elbousty, Y. & Bratt K. (2010). Team Strategies for School Improvement: The Ongoing Development of the Professional Learning Community. ERIC Document Reproduction Service No. ED510034.

Martin-Kniep, G. (2008). Communities that Learn, Lead, and Last. San Francisco, CA: Jossy-Bass.

McREL. (2003). Sustaining School Improvement Professional Learning Community. Retrieved from http://www.mcrel.org/PDF/LeadershipOrganizationDevelopment/5031TG_proflrncommfolio.pdf