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ERIC Number: EJ1233717
Record Type: Journal
Publication Date: 2019
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0094-0771
EISSN: N/A
Change from Within: Middle School Science Teachers Leading Professional Learning Communities
Mesa, Jennifer C.; Pringle, Rose M.
Middle School Journal, v50 n5 p5-14 2019
Contemporary professional development efforts have shifted away from a deficit model toward the acknowledgment of the agency and ability of teachers to evaluate and direct their own professional learning. This article describes how middle school science teachers can take charge of their own learning by initiating and participating in science-focused professional learning communities (PLCs). Teachers in PLCs can observe and reflect on their students' work, test ways to improve their students' learning and evaluate their efforts based on student results. The collaboration among middle school science teachers in PLCs can allow them to solve issues of practice and increase student learning as well as enhance their own knowledge of science and science teaching relevant to new national standards, the Next Generation Science Standards. This article provides specific guidance for middle school science teachers interested in initiating PLCs, and a protocol to guide the discussion of student work in PLC meetings.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A