Presented by

Etienne A. Kouakou

Bronx International Public School

Establishing a Viable Teacher Learning Community

• Introduction• Focusing on Classroom Challenges• Peer Coaching• Action Research• Classroom Ethnographies• Teacher Portfolios• Teacher Autobiographies• Instructional Analysis• Analyzing Student Data• Enhancing Bilingual Skills• Celebrating

Presentation Outline

• Speaker Introduction

• Definition of Teacher Learning Communities (TLCs)

• Advantages of TLCs

• Role of Traditional Staff Development

Introduction

• Addressing the needs of new teachers

• Managing the Class

• Choosing Instructional Materials

• Creating Instructional Units and Lesson Plans

• Assessments

• Peer Mentoring

Classroom Challenges

• Pairing up Novice Teachers with Veterans

• Role of Veteran Teacher

• Role and Responsibilities of Novice Teacher

• Frequency of Sessions

Peer Coaching

• Definition

• Procedure

• Importance

Action Research

• Definition

• Methods

• Importance

Classroom Ethnographies

• What does the concept include?

• Portfolio Content and Organization

• When to start these?

• How often should portfolios be updated?

• Importance

Teacher Portfolios

• Overview of Autobiographical Writing

• Specificities of Teacher Autobiographies

• Importance of teacher autobiographies

• Teacher Autobiography Vs. Teacher Portfolio

Teacher Autobiographies

• Contexts: When and by whom?

• Process: How does this work in practice?

• Focus: What should the analysis focus on?

Instructional Analysis

• Timing and Frequency

• Process

• Scope

• Sharing the findings

Analyzing Student Progress and Outcomes

• Necessity

• Methods and Frequency

• Funding

Enhancing Bilingual Skills

• Reasons

• Frequency

• Location

• Participation

Celebrating

• TLCs: learning communities that need to be encouraged

• Reflection is key

• Celebrating little steps in the right direction is warranted

• Thanks for your commitment to our goals!

Wrap-up

Calderon, M. E., & Minaya-Rowe, L. (2003). Designing and implementing two-way bilingual programs: A step-by-step guide for administrators, teachers, and parents. Thousand Oaks, CA: Corwin Press.

Florida Literacy and Reading Excellence Professional Paper(https://education.ucf.edu/mirc/docs/pp/FLaRE%20Professional%20Paper%20-%20Ethnographic%20Research.pdf)

Haley, M. H., & Austin, T. (2004). Content-based second language teaching and learning: An interactive approach. Boston, MA: Allyn & Bacon.

Horn, I.S., & Little, J.W. (2010). Attending to problems of practice: Routines and resources for professional learning in teachers’ workplace interactions. American Educational Research Journal, 47 (1), 181-217.

Teacher learning communities, A Policy Research Brief produced by the National Council of Teachers of English (accessed at http://www.ncte.org/library/NCTEFiles/Resources/Journals/CC/0202-nov2010/CC0202Policy.pdf)

Katz, S., & Earl, L. (2010). Learning about Networked Learning Communities. School Effectiveness And School Improvement, 21(1), 27-51.

Vanderlinde, R., & van Braak, J. (2010). The gap between educational research and practice: views of teachers, school leaders, intermediaries and researchers.British Educational Research Journal, 36(2), 299-316. doi:10.1080/01411920902919257

References

Vanderbilt University Center for Teaching (http://cft.vanderbilt.edu/guides-sub-pages/teaching-portfolios/#what)

References (continued)

• 1. Define TLC in your own words and speculate on its importance for a school like ours.

• 2. Do you think teacher portfolios are relevant to this program or any education program? How can portfolios promote success of the program, do you think?

• 3. What according to you is the role of action research in an educational institution in general and in our particular program?

• 4. Which aspect of this presentation did you find most compelling and why?

• 5. What would you suggest to make our future meeting more helpful and appropriate for you personal concerns?

Discussion Questions