driving with jasit, despite being menos uno, because we’re 2legit2quit, while transforming into...
TRANSCRIPT
![Page 1: Driving with Jasit, despite being menos uno, because we’re 2Legit2Quit, while Transforming into Leaders: A Professional Learning Community Vision for Cohort](https://reader036.vdocuments.mx/reader036/viewer/2022062517/56649ec95503460f94bd6a8d/html5/thumbnails/1.jpg)
Driving with Jasit,
despite being menos uno,
because we’re 2Legit2Quit,
while Transforming into Leaders:
A Professional Learning Community Vision for Cohort 22
![Page 2: Driving with Jasit, despite being menos uno, because we’re 2Legit2Quit, while Transforming into Leaders: A Professional Learning Community Vision for Cohort](https://reader036.vdocuments.mx/reader036/viewer/2022062517/56649ec95503460f94bd6a8d/html5/thumbnails/2.jpg)
Meet me at the table What are your strengths as a
human resource? Three words or less!
![Page 3: Driving with Jasit, despite being menos uno, because we’re 2Legit2Quit, while Transforming into Leaders: A Professional Learning Community Vision for Cohort](https://reader036.vdocuments.mx/reader036/viewer/2022062517/56649ec95503460f94bd6a8d/html5/thumbnails/3.jpg)
2Legit2Quit’s Vision:
We are greater than I. We are our own most valuable resource(s)…
TOGETHER
![Page 4: Driving with Jasit, despite being menos uno, because we’re 2Legit2Quit, while Transforming into Leaders: A Professional Learning Community Vision for Cohort](https://reader036.vdocuments.mx/reader036/viewer/2022062517/56649ec95503460f94bd6a8d/html5/thumbnails/4.jpg)
Professional Learning Communities
Study #1 Maloney, C., & Konza, D. (2011). A case
study of teachers' professional learning: Becoming a community of professional learning or not?. Issues In Educational Research, 21(1), 75-87. Retrieved from Education Research Complete.
Case study of a PLC implementation at a primary school in Western Australia
![Page 5: Driving with Jasit, despite being menos uno, because we’re 2Legit2Quit, while Transforming into Leaders: A Professional Learning Community Vision for Cohort](https://reader036.vdocuments.mx/reader036/viewer/2022062517/56649ec95503460f94bd6a8d/html5/thumbnails/5.jpg)
“Collaboration is widely promoted as critical to the development of school as professional learning communities…[the] need for practitioners to work together becomes stronger when they strive to guard against conflicting government views of professional work,” (2011, p. 76).
![Page 6: Driving with Jasit, despite being menos uno, because we’re 2Legit2Quit, while Transforming into Leaders: A Professional Learning Community Vision for Cohort](https://reader036.vdocuments.mx/reader036/viewer/2022062517/56649ec95503460f94bd6a8d/html5/thumbnails/6.jpg)
Practitioner Research: assumes there is a significant value in establishing communities that draw on the intellectual resources of the participants in order to promote shared thinking and communication. It also requires a critical inquiry of the work place in the pursuit of professional knowledge.
![Page 7: Driving with Jasit, despite being menos uno, because we’re 2Legit2Quit, while Transforming into Leaders: A Professional Learning Community Vision for Cohort](https://reader036.vdocuments.mx/reader036/viewer/2022062517/56649ec95503460f94bd6a8d/html5/thumbnails/7.jpg)
Typically, teachers are not properly trained to conduct research at an acceptable standard and that the research is questionable
The demands of teachers’ work make it difficult for them to do research while maintaining focus on educating students
At times, teachers tend to use their research to justify their current practices
![Page 8: Driving with Jasit, despite being menos uno, because we’re 2Legit2Quit, while Transforming into Leaders: A Professional Learning Community Vision for Cohort](https://reader036.vdocuments.mx/reader036/viewer/2022062517/56649ec95503460f94bd6a8d/html5/thumbnails/8.jpg)
Framework for study: Hord’s (1997) five dimensions of professional learning community Supportive and shared leadership Shared values and vision Collective learning and the application
of that learning Shared practice Supportive conditions for the
maintenance of learning communities
![Page 9: Driving with Jasit, despite being menos uno, because we’re 2Legit2Quit, while Transforming into Leaders: A Professional Learning Community Vision for Cohort](https://reader036.vdocuments.mx/reader036/viewer/2022062517/56649ec95503460f94bd6a8d/html5/thumbnails/9.jpg)
End goal: creating an information booklet describing effective early childhood practice and distributing to the families of students
Low attendance after the first professional development session (sessions held after school).
Teachers afraid to speak up regarding conflicting viewpoints or opinions
Supportive principal willing to establish professional leave time during the day
![Page 10: Driving with Jasit, despite being menos uno, because we’re 2Legit2Quit, while Transforming into Leaders: A Professional Learning Community Vision for Cohort](https://reader036.vdocuments.mx/reader036/viewer/2022062517/56649ec95503460f94bd6a8d/html5/thumbnails/10.jpg)
“Articulating person views, however, takes courage and confidence in the face of potential debate and for some teachers this meant raising conflicting perceptions and practices. When consensus is perceived as a desired outcome, debating and contesting views and opinions may be regarded as a stressful activity rather than a co-construction of that knowledge” (2011, p. 83).
![Page 11: Driving with Jasit, despite being menos uno, because we’re 2Legit2Quit, while Transforming into Leaders: A Professional Learning Community Vision for Cohort](https://reader036.vdocuments.mx/reader036/viewer/2022062517/56649ec95503460f94bd6a8d/html5/thumbnails/11.jpg)
Study #2 Gray, C., & Smyth, K. (2012).
Collaboration Creation: Lessons Learned From Establishing an Online Professional Learning Community. Electronic Journal Of E-Learning, 10(1), 60-75. Retrieved from Education Research Complete Database.
Two researchers from Edinburgh Napier University, UK launched a social networking site to support professional development activity.
![Page 12: Driving with Jasit, despite being menos uno, because we’re 2Legit2Quit, while Transforming into Leaders: A Professional Learning Community Vision for Cohort](https://reader036.vdocuments.mx/reader036/viewer/2022062517/56649ec95503460f94bd6a8d/html5/thumbnails/12.jpg)
“…make learning more efficient and effective, not least through supporting the individual to move from a novice to increasingly expert position over time…online networking tools have become central to supporting the activity of formal and informal learning communities” (2012, p. 60).
![Page 13: Driving with Jasit, despite being menos uno, because we’re 2Legit2Quit, while Transforming into Leaders: A Professional Learning Community Vision for Cohort](https://reader036.vdocuments.mx/reader036/viewer/2022062517/56649ec95503460f94bd6a8d/html5/thumbnails/13.jpg)
Initial Launch Slow growth of users, therefore, an
evaluation:
How often do you use ENEE (website)?Everyday: 2%Twice a week: 21%One a week/fortnight/month: 24%Less often: 50%
![Page 14: Driving with Jasit, despite being menos uno, because we’re 2Legit2Quit, while Transforming into Leaders: A Professional Learning Community Vision for Cohort](https://reader036.vdocuments.mx/reader036/viewer/2022062517/56649ec95503460f94bd6a8d/html5/thumbnails/14.jpg)
How many groups were they involved with as a member or creator?85% had joined at least one group. Groups were viewed and experienced as an important tool.
![Page 15: Driving with Jasit, despite being menos uno, because we’re 2Legit2Quit, while Transforming into Leaders: A Professional Learning Community Vision for Cohort](https://reader036.vdocuments.mx/reader036/viewer/2022062517/56649ec95503460f94bd6a8d/html5/thumbnails/15.jpg)
How easy is it to use?Very easy: 6%Easy: 46%Adequate: 40%Difficult/Very Difficult: 6%
![Page 16: Driving with Jasit, despite being menos uno, because we’re 2Legit2Quit, while Transforming into Leaders: A Professional Learning Community Vision for Cohort](https://reader036.vdocuments.mx/reader036/viewer/2022062517/56649ec95503460f94bd6a8d/html5/thumbnails/16.jpg)
Relaunch From May 2010 to May 2011, the
doubled the number of users from 100 to over 200 users.
Easier sign-up, easier notification system
Authors “have been encouraged by the potential of ELGG as a platform to support an online professional community of educators” (2012, p. 73).
![Page 17: Driving with Jasit, despite being menos uno, because we’re 2Legit2Quit, while Transforming into Leaders: A Professional Learning Community Vision for Cohort](https://reader036.vdocuments.mx/reader036/viewer/2022062517/56649ec95503460f94bd6a8d/html5/thumbnails/17.jpg)
Study #3 Beutel, D., Gray, L., Beames, S.,
Klenowski, V., Ehrich, L., & Kapitzke, C. (2010). An Exploratory Study of Online Social Networking within a Doctorate of Education Program. International Journal Of Learning,17(3), 67-79. Retrieved from Education Research Complete Database.
![Page 18: Driving with Jasit, despite being menos uno, because we’re 2Legit2Quit, while Transforming into Leaders: A Professional Learning Community Vision for Cohort](https://reader036.vdocuments.mx/reader036/viewer/2022062517/56649ec95503460f94bd6a8d/html5/thumbnails/18.jpg)
Researchers examined the implementation of a wiki into a Doctor of Education program in Queensland, Australia.
Theory: “Because candidates hold positions of responsibility and are time-poor, many doctoral students have difficulty transitioning from professional practitioner to researcher and scholar,” (2010, p. 67-68)
![Page 19: Driving with Jasit, despite being menos uno, because we’re 2Legit2Quit, while Transforming into Leaders: A Professional Learning Community Vision for Cohort](https://reader036.vdocuments.mx/reader036/viewer/2022062517/56649ec95503460f94bd6a8d/html5/thumbnails/19.jpg)
Negatives of professional doctoral programs: students aren’t aware of magnitude and
extended duration of doctoral studies, stresses contribute to social isolation and
anxiety.
“Blended learning communities combine
online instructional modes with face-to-face interactions,” (2010, p. 69).
![Page 20: Driving with Jasit, despite being menos uno, because we’re 2Legit2Quit, while Transforming into Leaders: A Professional Learning Community Vision for Cohort](https://reader036.vdocuments.mx/reader036/viewer/2022062517/56649ec95503460f94bd6a8d/html5/thumbnails/20.jpg)
Using the knowledge-building (e-learning) approach to education, the focus is on the construction of collective knowledge rather than personal knowledge and independent learning.
![Page 21: Driving with Jasit, despite being menos uno, because we’re 2Legit2Quit, while Transforming into Leaders: A Professional Learning Community Vision for Cohort](https://reader036.vdocuments.mx/reader036/viewer/2022062517/56649ec95503460f94bd6a8d/html5/thumbnails/21.jpg)
Study only focused on first seven months of the program. Three issues emerged: The appropriateness of using blended
learning with doctoral cohort The challenges of using wikis as an online
technology for creating communities of practice Their wikis were the program, our wiki
is a support The transition from student to scholar is
a process that is unlikely to be achieved in such a short research time-frame
![Page 22: Driving with Jasit, despite being menos uno, because we’re 2Legit2Quit, while Transforming into Leaders: A Professional Learning Community Vision for Cohort](https://reader036.vdocuments.mx/reader036/viewer/2022062517/56649ec95503460f94bd6a8d/html5/thumbnails/22.jpg)
Study #4 Kim, H., Miller, H., Herbert, B., Pedersen,
S., & Loving, C. (2012). Using a Wiki in a Scientist-Teacher Professional Learning Community: Impact on Teacher Perception Changes. Journal Of Science Education & Technology, 21(4), 440-452. doi:10.1007/s10956-011-9336-x
![Page 23: Driving with Jasit, despite being menos uno, because we’re 2Legit2Quit, while Transforming into Leaders: A Professional Learning Community Vision for Cohort](https://reader036.vdocuments.mx/reader036/viewer/2022062517/56649ec95503460f94bd6a8d/html5/thumbnails/23.jpg)
“A wiki nurtures educational communities in becoming collaborative, innovative, and sustainable” (2012, p. 440).
A wiki “allows people with a range of expertise levels…to share knowledge nuggets, [and] review others contributions…” (2012, p. 441).
![Page 24: Driving with Jasit, despite being menos uno, because we’re 2Legit2Quit, while Transforming into Leaders: A Professional Learning Community Vision for Cohort](https://reader036.vdocuments.mx/reader036/viewer/2022062517/56649ec95503460f94bd6a8d/html5/thumbnails/24.jpg)
According to Achterman (as cited in Rosen and Nelson, 2008): Easy to use through word processing
applications Create instructional products on various
levels Allow the ability to create nonlinearly
linked documents Enhance metacognitive reflections on
content changes via comment, discussion and history features
Monitoring functions can track people in various levels
![Page 25: Driving with Jasit, despite being menos uno, because we’re 2Legit2Quit, while Transforming into Leaders: A Professional Learning Community Vision for Cohort](https://reader036.vdocuments.mx/reader036/viewer/2022062517/56649ec95503460f94bd6a8d/html5/thumbnails/25.jpg)
Study analyzed the impact of wiki collaboration amongst a group of teachers and the results showed a very positive impact on the “teachers’ perceptions changes, a positive prediction of early-career teacher’ perceived knowledge of teaching through inquiry, and an increase in teachers’ contributions in the professional development community” (2012, p. 449).
![Page 26: Driving with Jasit, despite being menos uno, because we’re 2Legit2Quit, while Transforming into Leaders: A Professional Learning Community Vision for Cohort](https://reader036.vdocuments.mx/reader036/viewer/2022062517/56649ec95503460f94bd6a8d/html5/thumbnails/26.jpg)
Cohort 22’s Online Interactive Work
Space
![Page 27: Driving with Jasit, despite being menos uno, because we’re 2Legit2Quit, while Transforming into Leaders: A Professional Learning Community Vision for Cohort](https://reader036.vdocuments.mx/reader036/viewer/2022062517/56649ec95503460f94bd6a8d/html5/thumbnails/27.jpg)
Jon Kilpatrick’s Spiel
![Page 28: Driving with Jasit, despite being menos uno, because we’re 2Legit2Quit, while Transforming into Leaders: A Professional Learning Community Vision for Cohort](https://reader036.vdocuments.mx/reader036/viewer/2022062517/56649ec95503460f94bd6a8d/html5/thumbnails/28.jpg)
Ansar’s Spoken Word… There will be a short quiz at the end of
this stand and deliver selection…
![Page 29: Driving with Jasit, despite being menos uno, because we’re 2Legit2Quit, while Transforming into Leaders: A Professional Learning Community Vision for Cohort](https://reader036.vdocuments.mx/reader036/viewer/2022062517/56649ec95503460f94bd6a8d/html5/thumbnails/29.jpg)
ELCC Standards Connection
After having experienced the Spoken Word selection that connects the ELCC Standards to our Cohort 22 experiences here at the Wilson Graduate Center please share your thoughts on an appropriate TITLE for the Spoken Word piece…
![Page 30: Driving with Jasit, despite being menos uno, because we’re 2Legit2Quit, while Transforming into Leaders: A Professional Learning Community Vision for Cohort](https://reader036.vdocuments.mx/reader036/viewer/2022062517/56649ec95503460f94bd6a8d/html5/thumbnails/30.jpg)
Selection Choices A – We are the World B – Eyes on We… C – I am better than you D – We are greater than I
![Page 31: Driving with Jasit, despite being menos uno, because we’re 2Legit2Quit, while Transforming into Leaders: A Professional Learning Community Vision for Cohort](https://reader036.vdocuments.mx/reader036/viewer/2022062517/56649ec95503460f94bd6a8d/html5/thumbnails/31.jpg)
Bring it on Disciplined Inquiry!