Professional Learning Community within an Educational Context
Peter Senge's learning community is one where all of the team members work together within in a fluid, supportive atmosphere that is future based and oriented around critical, open thinking.

His five principles of learning communities are:

Systems thinking -- namely seeing a problem in terms of its long-term holistic perspective and ramifications. Seeing different connections among the problem or studied material

Personal mastery -- includes characteristics such as commitment to truth, creativity, personal vision, and persistence

Mental models -- we each see in terms of certain heuristics. Interpretations of the world. Openness towards differences of these mental models and willingness to change them are characteristics of a viable learning community.

Building shared vision -- where the team works towards a shared goal.

Team learning -- an interaction where all are open to learning with and from the other

Senge's learning community was formed in reference to organizations and managers.…...

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References

Munro, J. (n.d.) Fostering school improvement through the leadership of learning  http://online.edfac.unimelb.edu.au/selage/pub/readings/leadlcom/School_leadership_widetran.pdf 

Senge, P. et. al. (1994) The Fifth Discipline Fieldbook: Strategies and Tools for Building a Learning Organization

Senge, P., Cambron-McCabe, N. Lucas, T., Smith, B., Dutton, J. And Kleiner, A. (2000) Schools That Learn. A Fifth Discipline Fieldbook for Educators, Parents, and Everyone Who Cares About Education, New York: Doubleday/Currency

Sergiovanni, T. (1994) Building community in schools. San Francisco, CA: Jossey-Bass.

Operating a school and being responsible for the day-to-day operations is a job that belongs to a special kind of person. Having an open-door policy is good, but principals who want to get out and interact with their students and staff might find their hands tied because they simply have too much to do. They will not have the chance to get out into the hallways as much as they would like to, and that can leave them frustrated. Principals also face obstacles when they try to befriend their staff and students, because there are rules for interaction that must be followed. It would be inappropriate for the principal to date a teacher, for example, and principals have to be careful about touching students, even if they are trying to console or comfort.
Society requires principals to be very careful what they say and do, and that can get in…...

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References

Yammarino, F.J., & Bass, B.M. (1990). Transformational leadership and multiple levels of analysis. Human Relations, 43(10), 975-995.

Yukl, G. (1989). Leadership in organizations (4th Ed.). Upper Saddle River, NJ: Prentice-Hall.

Collaborative Learning Community
Evidence Hierarchy Pyramid

Each of these studies had strengths that should be mentioned:

(1) Jefferies, et al. (2012) -- This study contained information about safety in relation to information transfer through collaboration between nurses that was sound specifically regarding oral transfer of information and the variables that can affect effective information transfer.

(2) Jukkula, et al. (2012) -- This study set out a clinical microsystem framework for improving information transfer between nurses at shift change.

(3) Friesen, et al. (nd) - This study covered the various factors affecting the passing of instructions between nurse at shift change in what was an overview of literature in this area of inquiry.

(4) Chapman (2009) -- This study encourages nursing staff to effectuate change through their own actions.

(5) Evans, et al. (2012) -- This study relates the development and evaluation of an intervention which took the information exchange between nursing shift to the patient's bedside.

II. Thematic…...

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Bibliography

Chapman, KB (2009) Improving Communication Among Nurses, Patients, and Physicians. American Journal of Nursing, 21-25.

Evans, D. et al. (2012) Bedside Shift-to-Shift Nursing Report: Implementation and Outcomes. MedSurg Nursing. Sept -- Oct. 2012. Vol. 21, No. 5.

Friesen, et al. (nd) Chapter 34: Handoffs: Implications for Nurses. Patient Safety and Quality: An Evidence-Based Handbook for Nurses: Vol. 2.

Jefferies, D. et al. (2012) Comparing Written and Oral Approaches to Clinical Reporting in Nursing. Contemporary Nurse (2012) 42(1): 129 -- 138.

personal reflection giving past experiences used in selecting an assessment method to evaluate learning. It further outlines how assessment can be used for both individual learner mastery and continuous quality improvement of the instruction. Moreover the paper discusses how critical reflection is essential in the assessment process not only for the educator, but for learners as well. Besides, it presents a profile of own current professional educator role as a reflective practitioner.
Assessment and Critical eflection

In my degree program, I have preferred the use of Personal Communication assessment method in evaluation of' learning progress. This method entails gathering information about what students have learned in the course of interacting with them. This assessment method, involves listening to students' views during classes; responding to their comments, as well as interviewing them (Brodie & Irving, 2007). The information gathered during such interactions provides descriptive feedback helpful in instructional planning, and self-reflection.

The assessment…...

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References

Ash, S.L., & Clayton, P.H. (2004). The Articulated Learning: An Approach to Guided Reflection and Assessment. Innovative Higher Education, 137-154.

Brodie, P., & Irving, K. (2007). Assessment in Work-Based Learning: Investigating a Pedagogical Approach to Enhance Student Learning. Assessment & Evaluation in Higher Education, 11-19.

Copland, M.A., & Knapp, M.S. (2006). Connecting Leadership with Learning: A Framework for Reflection, Planning, and Action . Alexandria: Association for Supervision & Curriculum Development.

Schon, D.A. (1983). The Reflective Practitioner: How Professionals Think in Action. London: Temple Smith.

They may feel threatened by new ideas and fear that they will actually be changes for the worse instead of for the better, simply because they are unfamiliar. Another point is that people may have a vested interest in not accepting change. According to Kotter (1996) people like to feel that they are in control of what is happening to them; they want to be the ones steering their own ship; and the more that change is imposed on them, the more they will see it as something to feel threatened about and the more they will resist it.
Unfortunately, simply being aware that these barriers exist is not sufficient to overcome them. It is the responsibility of the leaders of a learning community to gain an understanding of how to turn around resistance to change that is based on fear rather than rationality. This means not just relying on…...

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References

Arlestig, H. (2007) Principals' communication inside schools: a contribution to school improvement? The Educational Forum, 71(3), 262 -- 273.

Felner, R.D., Kasak, D., Mulhall, P., & Flowers, N. (1997). The project on high performance learning communities. Phi Delta Kappan, 78(7), 520-527

Kilpatrick, M.B. & Jones, T. (n.d.) Defining learning communities. Faculty of Education, University of Tasmania, Australia

Kotter, J. (1996) Leading change. Harvard: Harvard Business School Press

Principals are instrumental in sparking professional dialogue amongst teachers and encouraging critical self-reflection within the minds of individual teachers. All of these elements of reflection and reflexiveness are essential during staff meetings, for a true Professional Learning Community to function as it should.
A good principal is willing to provide an honest evaluation as to how the school is progressing in its mission and not allow the school's reputation to rest upon its past laurels. A principal functions as the strategic planner who determines the long-term goals of the school, and the short-term goals or benchmarks the school must reach to achieve those goals. By setting goals and helping generate a collective sense of mission for all persons at the school, principals create the necessary atmosphere at the school for more effective practices.

Principals also play an important role in facilitating professional development, as the ideal of teachers continuing to learn…...

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Works Cited

Dufour, R, Eaker R.E., & Baker, R. (1998). Professional Learning Communities at Work, Best Practices for Enhancing Student Achievement. Alexandria: Solution Tree.

49). That goes for leaders in the learning community as well. Thessin asserts that while it is important to teach students to solve problems, there is a lack of focus on another important, related goal: "the need for teachers to learn to do the same" (49). Teachers are leaders and they must be given the training to develop problem solving skills along with the other important skills mentioned in this paper.
orks Cited

Alansari, Eissa M., and Albustan, Suad A. (2009). Center for Continuing Education and Community Service at Kuwait University: A Model in Leadership for Adult and Continuing

Education. College Student Journal, 43(2), 1-8.

Fulton-Calkins, Patsy, and Milling, Charlie. (2005). Community-College Leadership: An Art to be Practiced: 2010 and Beyond. Community College Journal of Research and Practice, Vol.

29, 233-250.

Jameson, Jill, Ferrell, Gill, Kelly, Jacquie, alker, Simon, and Ryan, Malcolm. (2006). Building

trust and shared knowledge in communities of e-learning practice: collaborative leadership in…...

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Works Cited

Alansari, Eissa M., and Albustan, Suad A. (2009). Center for Continuing Education and Community Service at Kuwait University: A Model in Leadership for Adult and Continuing

Education. College Student Journal, 43(2), 1-8.

Fulton-Calkins, Patsy, and Milling, Charlie. (2005). Community-College Leadership: An Art to be Practiced: 2010 and Beyond. Community College Journal of Research and Practice, Vol.

29, 233-250.

Women in Film Noir
Teaching is in many ways a solitary profession: A teacher in his or her own classroom spends hours in contact with students but often relatively little time talking to other teachers and educators. Administrators are also in many ways isolated from the teachers. Perhaps because of this fact, the administrators interviewed for this project emphasized the personal importance of collaboration with other members of the professional and the necessity of providing support for each other. This section summarizes the findings of this research concerning how education professionals defined and evaluated different aspects of cooperation within the profession.

Subject Population and Research Design

This study was conducted at a kindergarten through eighth grade school in the district where I am employed. I conducted six interviews with administrators who ranged in experience (in administration) from one to eight years. Five were women and five were former teachers in the district. The…...

" (Rosser, et al., 1999) Furthermore, Rosser et al. (1999) relates that these changes are overwhelming for some students and "…can overtax their capacity to cope, thereby compromising academic and emotional functioning." Unfortunately, there remains a paucity of recent research, especially longitudinal studies, concerning the experiences of adolescents during their transition to high school. According to Isakson and Jarvis, "The amount of time spent in school serves not only to educate students, but also to shape their social world, contributing to overall development. Yet, changing schools represents a specific life transition that is acknowledged as a challenging and potentially stressful life event" (p. 1). In fact, that transition to high school represents a profound challenge for many young learners no matter what their primary school organization. For instance, Isakson and Jarvis note that, "Whether the eighth-grade year was spent in a kindergarten through eighth-grade school (Grades K-8), a middle school…...

(American Lirary Association, 2006)
II. Skills that Students will Possess upon Graduation from High School

The work entitled: "Information Literacy Curriculum" states that upon graduation from high school the student will posses the following skills:

(1) Information literacy -- aility to identify, locate, access, retrieve, evaluate and use information from a variety of formats;

(2) Information management -- aility to use electronic lirary catalogs, microformats, periodical dataases, CD-ROM interfaces, school area network programs, INTERNET, and print materials;

(3) Research Strategies -- aility to use print and electronic lirary sources effectively;

(4) Classification and Grouping of Information -- aility to use word processing, manipulation of dataase files to download, copy, and print information, and note-taking skills;

(5) Organization of Information - aility to correctly cite sources and create note cards and iliography; and (6) Effective Use of Media Equipment -- aility to operate OPAC, LAN, Microfilm / Microfiche, VCR and Videotapes, Audio Cassette Player and tapes, CD-ROM…...

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bibliography; and (6) Effective Use of Media Equipment -- ability to operate OPAC, LAN, Microfilm / Microfiche, VCR and Videotapes, Audio Cassette Player and tapes, CD-ROM station, Copy Machine and Printer to retrieve, copy, or print materials.

References

Information Literacy Curriculum (nd) Clarkstown Central School District West Nyack, NY. Online available at:  http://www.ccsd.edu/bardonia/CCSDLibraryCurriculum/hrdcpy/Final%20Draft1.pdf 

Information Power: Building Partnerships for Learning - Learning and Teaching Principles of School Library Media Programs (2006) American Association of Libraries. Online available at:  http://www.ala.org/ala/mgrps/divs/aasl/aaslproftools/informationpower/iplearningteaching.cfm

Learning Methods
Within a learning setting, each student comes with their individual package and it is not possible to have two pupils learning concepts in the same way despite the fact that they are taught with the same curriculum by the same educators as well. Naseem International School accommodates students from different cultures and backgrounds with different needs. The needs are not purely academic and learning needs only but also cultural and social needs hence care is needed. This paper looks at how teachers can plan for and assess the individual needs of students as well as identify and discuss strategies which promote and enhance the learning of students who have different educational needs (Project Ideal, 2008).

It is critical to asses the pupils in my class since they differ in terms of their abilities to learn and imbibe concepts in class. This assessment can be done as below:

Highest attainer: (Student A)

Identify…...

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References

Douglous.D.Christensen, (1996). Teaching Strategies for Students with Diverse Learning Needs.

Centennial Mall South. Nebraska Department of Education. ( Pg 11-16).Retrieved January 24,2013 from  http://www.nebraskasocialstudies.org/pdf/tsfswdln.pdf 

Sue Watson, (2012). Differentiated Instruction and Assessment. Retrieved January 24, 2013

from  http://specialed.about.com/od/teacherstrategies/a/differentiated.htm

Most significantly, too, the library runs a free service and a book mobile to reach those who are unable for various reasons (such as being handicapped, ill, or elderly) to use the library. The book mobile has its own selection of books, toys, and a teacher who is available to instruct those who desire instruction and those who need help with their homework.

The library's vision statement is that it seeks to help people pursue lifelong leaning and discovery, as well as enjoyment of popular culture and the arts. It also seeks to help residents become well informed, to engage each other in dialogue and respectful discourse, and to actively participate in the life of the community. All of this makes it an organization that disseminates learning in the fullest sense of the word.

In a practical way -- and as per its mission statement -- it does this by promoting lifelong…...

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References

Brown, J.S. & Duguid, P. (1991). Organizational learning and communities-of-practice: Towards a unified view of working, learning and innovation. Organization Science. 2(1): 40-57.

Cohen, W.M. & Levinthal, D.A. (2000). Absorptive Capacity: A new perspective on learning and innovation. In R. Cross and S. Israelit (eds) Strategic learning in the knowledge economy. (pp. 39-68) Boston: Butterworth Heinemann.

Comley, L., Arandez, L., Holden, S & Kuriata, E. (2000). Are TAFE organisations learning organisations? Do they 'walk the talk'? The Centre for Curriculum Innovation and Development. Melbourne: Victoria University

Cross, R. And Israelit, S. (2000) Strategic learning in the knowledge economy. Boston: Heinemann.

Changes at the District Level
Please read Chapter 11 of The Kids Left Behind. As you read, fill in the graphic organizer on the next two pages, outlining how each structural change to school policies can help improve educational and personal outcomes of students in poverty. Then, describe some of the barriers to implementing these changes.

Why It's a Good Idea

Common Barriers to Implementation

Providing extra instructional time

Impoverished students stand to benefit from the additional time and attention brought on by this strategy. This is because these students can use the extra time to devote to problem areas and then improve. The students from Gainesville essentially had an 8-day school week that led to improved test score in math and English language arts.

Potential barriers are lack of resources to enable additional instruction. If there is no instructor willing to put in additional time to teach these students, then there will be no availability…...

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References

Barr, R. D., & Parrett, W. (2007). The kids left behind: Catching up the underachieving children of poverty. Bloomington, IN: Solution Tree.

Google is a Learning Organization
Worth more than General Motors, Disney and McDonald's combined, Google is a leading provider of information services today. This company achieved its meteoric growth in large part due to its ability to respond to changes in the marketplace and provide innovative solutions to consumer and business information needs (Morrison, 2003). Innovation, though, requires creativity and experimentation, but Google has learned how to accomplish this effectively by encouraging a reinforcing loop process throughout its organization (Sungkhawan, 2011). In fact, engineers and managers at Google are allowed 20% of their work time to devote to their own personal projects and tacit knowledge is shared in a reinforcing feedback fashion (Tidd & Bessant, 2013). For example, Tidd and Bessant report that, "Technical employees are expected to spend 20% of their time on projects other than their core job, and similarly managers are required to spend 20% of their…...

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References

Morrison, D. (2003). E-learning strategies: How to get implementation and delivery right first time. New York: Wiley.

Senge, P. (1994). The fifth discipline. New York: Doubleday.

Signorelli, P. & Reed, L. (2011, May-June). Professional through growth learning communities:

Knowledge comes with teamwork, and fun-all across the organization. American Libraries, 42(5-6), 56-59.

Money can help bring about the truly necessary elements, however, and without proper funding the ability to give a good public education to eth hundreds or thousands of students most serve becomes a true practical impossibility. There are numerous elements of providing an education that require an investment of financial resources, and like most things in this world you get what you pay for when it comes to education. A higher price tag doesn't guarantee a successful and high-quality education, but a low price tag all but guarantees a poor one.
One of the ways in which underfunding makes it almost impossible for a good education to be delivered is in the selection of educators. If the overall employment arena can be viewed as a market system, and it is very common and very reasonable to view it in just this manner, then job seekers will tend to seek out…...

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Works Cited

Denney, John. Colorado Education Underfunded by 'Unconscionable' Billions, Judge Rules. Huffington Post. (2011). Accessed 4 May 2012.  http://www.huffingtonpost.com/2011/12/12/colorado-education-underf_n_1143753.html 

DiCarlo, Matthew; Johnson, Nate, and Cochran, Pat. Survey and Analysis of Teacher Salary Trends 2007. Washington, DC: American Federation of Teachers, 2007.

1. Exploring the Effects of the FAT City Workshop on Educators

2. The Impact of the FAT City Workshop on Classroom Management

3. Enhancing Teacher Practices through the FAT City Workshop

4. Understanding the Importance of the FAT City Workshop in Special Education

5. Implementing Strategies Learned from the FAT City Workshop in the Classroom

6. Transforming Teaching Practices with the FAT City Workshop

7. The Role of Self-Reflection in the FAT City Workshop

8. Addressing Challenges in the Classroom with the FAT City Workshop

9. Empowering Educators through the FAT City Workshop

10. The Evolution of Inclusive Practices with the FAT City Workshop
11. Empowering Students through Educators Trained....

Incorporating Universal Design and Differentiated Instruction in Special Education

Integrating principles of universal design and differentiated instruction into special education aligns seamlessly with its underlying philosophy, enhancing its effectiveness in meeting the diverse needs of students with disabilities. This approach fosters inclusive and equitable learning experiences, empowers students to succeed, and aligns with the core principles of individualized education.

Universal Design

Universal design is a proactive approach to designing learning environments, materials, and assessments to make them accessible and usable for all learners, regardless of their abilities, disabilities, or learning styles. By incorporating universal design principles, educators can create learning experiences that are:

....

Effective Classroom Management Strategies for a Positive Learning Environment

Establishing a positive and productive learning environment is paramount for student success. Effective classroom management strategies empower teachers to create an orderly and engaging atmosphere that fosters learning and growth. Here are comprehensive strategies for teachers to effectively manage their classrooms:

1. Establish Clear Expectations and Rules:

Define classroom expectations clearly and post them prominently.
Involve students in developing rules to promote ownership and buy-in.
Explain the consequences of rule violations and ensure consistency in enforcement.

2. Build Positive Relationships with Students:

Get to know students individually, understanding their strengths, interests, and needs.
Establish....

1. Psychological principles and concepts have the potential to profoundly enhance teaching and promote student well-being in education. By understanding and applying these principles, educators can create more effective and supportive learning environments that foster student growth and development. This essay will reflect on the psychological principles and concepts encountered so far and explore how they can be applied to facilitate teaching and learning, as well as to promote the well-being of students.

2. One fundamental psychological principle is that of motivation. Motivation is the driving force that compels individuals to engage in certain behaviors. By understanding the different theories of....