Professional Learning Communities

 

 

The Public School Partnership Professional Learning Communities are a vehicle for collaborative efforts among the Reich College of Education, the College of Arts and Sciences, and practitioners in the public schools. These groups are composed of faculty members in areas of English, math, science, and social studies who meet periodically to discuss issues related to content, curriculum alignment, standards, and testing.

  • Springboard for collaborative work
  • Nurtured Network
  • Sharing of resources and talents
  • Mutually beneficial partnership between ASU and the school systems

Value of Professional Learning Communities from University Perspective

  1. Provides insights and knowledge about the types of students they will be teaching in the future.
  2. Allows faculty in the largely theoretical world to see how their disciplinary concepts are translated into educational goals and implemented at the high school level.
  3. Provides faculty development/ service opportunities.
  4. Provides university faculty professional disciplinary outlets outside of their professional associations.

Value of Professional Learning Communities from the Public School Perspective

  1. Allows teachers to obtain updates on local, state and national content information.
  2. Provides opportunities to discuss curriculum issues and learn more about content areas.
  3. Provides professional development opportunities.
  4. Gives other teachers and supervisors in their districts information
  5. Allows for input into the teacher education curriculum at the university
  6. Provides faculty development/ service opportunities.
  7. Supports disciplinary professional identity for high school teachers.
  8. Provides an additional disciplinary resource for high school teachers who are looking for speakers, articles, exercises.

Value of Professional Learning Communities from both Perspectives

  1. Brings teachers and university faculty together in a setting where both parties meet as equals.
  2. Crosses the imaginary boundary between high school teachers and university faculty.
  3. Allows for collaboration between high school and college faculty.
  4. Provides sharing of resources, opportunities and concerns.
  5. Provides opportunities for both university professors and public school teachers to understand what is needed for teacher preparation.