How can PLCs collaborate on implementation of content area literacy strategies to promote student motivation?
PLC
The modern teacher and literacy educators cannot afford to isolate themselves within the four walls of their classroom. Much like an actor breaks the fourth wall on a stage, the teacher needs to break out of the classroom and actively initiate collaborative discussions and practices.
The teacher needs to create and participate in a PLC that is designed with student success at the core. The meetings should utilize not only student data to guide classroom instruction but should also capitalize on the most recent research on practices, content, and curricula. The worst thing that should happen is to have these PLCs become one-offs or individual among themselves. Each PLC needs to feed off the work from the previous ones.
The modern teacher and literacy educators cannot afford to isolate themselves within the four walls of their classroom. Much like an actor breaks the fourth wall on a stage, the teacher needs to break out of the classroom and actively initiate collaborative discussions and practices.
The teacher needs to create and participate in a PLC that is designed with student success at the core. The meetings should utilize not only student data to guide classroom instruction but should also capitalize on the most recent research on practices, content, and curricula. The worst thing that should happen is to have these PLCs become one-offs or individual among themselves. Each PLC needs to feed off the work from the previous ones.
Strategic PLC
This short clip demonstrates the need for strong collaboration among educators. With continuous collaboration we have the opportunity to make a big difference.
Leadership
Literacy educators need to ensure a that they actively engage not only their peers but also the school community in collaborative learning and reflection.
Teacher leaders currently hold a variety of roles with their position. "Teacher leadership is an inventory of the variety of roles and responsibilities" such that "teacher leaders juggle four broad roles: direction setters, change agents, spokespeople, and coaches and team builders" (Bean and Dagen, 2013).
This understanding has led me to accept a variety of roles and responsibilities within my own building. Recently I have served on the district Superintendent Teach Advisory Counsel and the Core Curriculum Adoption Team. Additionally, I have advocated for a Literacy Night that will allow for a variety of community building and literacy collaboration.
Literacy educators need to ensure a that they actively engage not only their peers but also the school community in collaborative learning and reflection.
Teacher leaders currently hold a variety of roles with their position. "Teacher leadership is an inventory of the variety of roles and responsibilities" such that "teacher leaders juggle four broad roles: direction setters, change agents, spokespeople, and coaches and team builders" (Bean and Dagen, 2013).
This understanding has led me to accept a variety of roles and responsibilities within my own building. Recently I have served on the district Superintendent Teach Advisory Counsel and the Core Curriculum Adoption Team. Additionally, I have advocated for a Literacy Night that will allow for a variety of community building and literacy collaboration.
Concept Map
ILA Standards
RLS 2.0--Candidates use foundational knowledge to design literacy curricula to meet the needs of learners, especially those who experience difficulty with literacy; design, implement, and evaluate small-group and individual evidence-based literacy instruction for learners; collaborate with teachers to implement effective literacy practices.
LC 4.0-Candidates demonstrate knowledge of foundational theories, pedagogies, and essential concepts of diversity and equity as well as the ability to apply this knowledge to their daily practice of working with teachers and students; facilitate-the operation of the school’s literacy program; advocate for change in education practices and institutional structures that are inherently biased or prejudiced.
RLS 2.0--Candidates use foundational knowledge to design literacy curricula to meet the needs of learners, especially those who experience difficulty with literacy; design, implement, and evaluate small-group and individual evidence-based literacy instruction for learners; collaborate with teachers to implement effective literacy practices.
LC 4.0-Candidates demonstrate knowledge of foundational theories, pedagogies, and essential concepts of diversity and equity as well as the ability to apply this knowledge to their daily practice of working with teachers and students; facilitate-the operation of the school’s literacy program; advocate for change in education practices and institutional structures that are inherently biased or prejudiced.