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Southeast Comprehensive Center, 2014
A state department of education (SDE) served by the Southeast Comprehensive Center (SECC) at SEDL requested information regarding state use of schoolwide, large-scale professional learning communities (PLCs). Specifically, the SDE staff wanted to know the following with respect to PLC work in other states: (1) Are PLCs state-mandated through…
Descriptors: Communities of Practice, Faculty Development, State Programs, School Districts
iNACOL, 2018
To effectively plan, launch and scale high-quality personalized, competency-based learning models, most educators and school leaders require intentional, sustained capacity-building supports. Therefore, states are identifying sustainable funding strategies for statewide initiatives to build this capacity. Options include state funding for a…
Descriptors: Elementary Secondary Education, Competency Based Education, Capacity Building, Fund Raising
Hamos, James E.; Bergin, Kathleen B.; Maki, Daniel P.; Perez, Lance C.; Prival, Joan T.; Rainey, Daphne Y.; Rowell, Ginger H.; VanderPutten, Elizabeth – Science Educator, 2009
This article looks at how professional learning communities (PLCs) have become an operational approach for professional development with potential to de-isolate the teaching experience in the fields of science, technology, engineering, and mathematics (STEM). The authors offer a short synopsis of the intellectual origins of PLCs, provide multiple…
Descriptors: Professional Development, Communities of Practice, Science Teachers, Mathematics Teachers
Regional Educational Laboratory Southeast, 2007
This paper is a response to a request asking for information on professional learning communities (PLCs) and their effect on teachers, students, and school culture. In order to respond to the request, a search for articles related to the subject was conducted using combinations of words such as "professional learning communities,"…
Descriptors: Evidence, Educational Research, Communities of Practice, Faculty Development
Black, Linda; Neel, John H.; Benson, Gwen – National Commission on Teaching and America's Future, 2008
The National Commission on Teaching and America's Future (NCTAF) and Georgia State University (GSU) developed a model for induction of new teachers in urban high need schools. A model induction program, developed over the three-year implementation period, includes: (1) The BRIDGE (Building Resources: Induction and Development for Georgia…
Descriptors: Models, Beginning Teacher Induction, Urban Education, Student Needs