Proposition 5: Teachers are Members of Learning Communities
NBCTs collaborate with others to improve student learning.
They are leaders and actively know how to seek and build partnerships with community groups and businesses.
They work with other professionals on instructional policy, curriculum development and staff development.
They can evaluate school progress and the allocation of resources in order to meet state and local education objectives.
They know how to work collaboratively with parents to engage them productively in the work of the school.
Artifact 1: Curriculum Implementation Plan
Rationale 1
This artifact was chosen because it contains evidence of four of the standards for proposition five. The curriculum implementation plan was written to assist the science department in designing curriculum for two new courses, executing the curriculum, and assessing the new curriculum. The state had decided that schools would create and assess standards for graduation. Once we had written our graduation standards, we realized that we needed new courses that would allow all students to meet those standards. This shows evidence of the first standard, collaborating with others to improve student learning. After a year of disjointed and interrupted work, teachers were feeling frustrated and as if the project was futile. I took the opportunity of this assignment to create a plan, and presented this plan to my colleagues. This provides evidence of the third standard, working with other professionals on curriculum development. The plan analyzed resources and made requests to administration for reallocating resources to meet the team’s needs. This shows evidence of standard four. My colleagues and I made plans for reaching out to businesses and other community members to assist us in providing a rich educational experience for our students. This is evidence of standard two. My plan also included keeping parents and other community stakeholders informed about our new curriculum and how it would impact students.
Reflection 1
When I wrote this timeline for implementing the new curriculum, I had been involved in curriculum writing for several years. This assignment opened my mind to the possibility that I have more influence over the decisions made and the direction taken by my school than I realized. The readings and reflections helped me see potential solutions to some obstacles we faced as a department. I presented this timeline to my colleagues and they asked me to please share my ideas with administration. A plan for implementing curriculum was desired by my department and provided administration with a clear list of actions and supports that my colleagues and I thought would help us achieve our goals as well as meet the directives of the district and the state. Stepping up to help solve this problem was another stepping stone on my path to become a valuable member of our learning community.
Celebrating graduation day with students and taking part in community activities is valuable because making connections with students facilitates teaching and learning.
Artifact 2: Role of Teacher and Principal in a PLC
Rationale 2
This artifact was selected to demonstrate an understanding of the attitudes and behaviors necessary for professional learning communities to function successfully. It is essential for teachers to understand how to build a professional learning community so that we can be productive contributors to the PLCs in which we are involved. Active participation in a PLC is directly related to indicators one and three of Proposition Five. The professional learning community model is also helpful within the classroom in constructing a community of learners among the students. The attitudes and behaviors of collaboration, growth and reflection are appropriate lifelong learner skills to model. This paper shows an understanding of these indicators, and is therefore an artifact for Proposition Five.
Reflection 2
This writing piece was an important turning point for me as a member of a professional learning community. The reflection on the readings opened my eyes to the way PLCs can and should be, and this inspired conversations with colleagues that resulted in changes in our PLC program at Windham High School. Once I understood what the PLC was supposed to be, it was easier to see why ours were not functioning well. This artifact is evidence of my involved membership and leadership in a professional learning community.