Education Week - February 18, 2015 - Special Report - 4
PERSPECTIVE
How to Build a Professional
Learning Network
By Brianna Crowley
R
ecently, a colleague asked
me, "What is a pln?"
She was taking a graduate
course on technology
implementation and was required
to form a "pln" using
digital communities and
tools. But after signing up
for various wikis, Nings, and virtual professional
groups, she was overwhelmed: "Do I
have to actually log in and check all of these
things on a regular basis?! Is that what 'having
a pln' means?"
Her question prompted me to articulate
how I define a professional learning network
(pln) and how I have shaped my own.
A professional learning network is a vibrant,
ever-changing group of connections to
which teachers go to both share and learn.
These groups reflect our values, passions,
and areas of expertise.
Teachers build plns the same way they
build any network: by investing time to find
and connect with people they trust, who
have shared interests and passions. To me,
a pln includes the organizations, communities,
and individuals who help me learn and
grow as a professional. My pln also provides
me with a broader perspective on education-beyond
my classroom, school building,
state, and even nation. It is a blend of faceto-face
and digital interactions with professional
buddies, mentors, and rockstars.
Although technology is often the vehicle
to build connections, a pln is about relationships.
To conceptualize a pln, envision three
layers like the ever-widening rings formed
when a rock is dropped into still water. The
smallest inner circle represents buddies and
mentors; a middle ring holds niche passion
groups; and the outer layer comprises professionals
and rockstars. The smaller the
ring, the closer that group is connected to
you in your pln.
Let's explore how to develop each of these
layers of relationships and understand their
role in professional learning.
Step One: Find the Professionals
Imagine you were moving to a new city.
Initially, you would seek professionals to
trust with home repairs, health, and even
dry cleaning. You might find these people
by asking neighbors and friends or using
an online resource like Angie's List.
Similarly, finding professionals for a pln
begins by connecting with educational organizations
whose mission statements and
resources align to your personal beliefs
about teaching and learning. Join these
organizations, get on their email lists, and
follow them on social media. You can also
connect with published authors, researchers,
or speakers who have earned your
respect. Follow them on social media, find
their blog, and set up an RSS feed to notify
you when they post new content.
Step Two: Find Your Niche Groups
In addition to establishing your professional
contacts in a new town, you might
begin to frequent places connected to your
personal interests, like a gym, coffee shop, or
church. In these places, you will likely find
others who have shared interests in cycling,
well-crafted drinks, or faith. These places
make you feel comfortable.
In a pln, these comfortable places are
those where people gather around similar
passions or experiences. For teachers, those
places can vary based on grade level, subject
area, or personal passions. For example,
those who teach English may participate
in Monday night's #engchat on Twitter or
join author Jim Burke's Ning groups to
discuss topics related to teaching English.
Fourth-grade teachers might participate in
#4thchat on Twitter while following Fourth
Grade Friends' Pinterest boards for great
ideas to use in the classroom.
Educators who are are passionate about
technology have, of course, many options for
virtual connection: #edtech chat on Twitter,
Google+ groups, and videos from the TeachMath
Standards Spark Collaboration Across Grades
By Liana Heitin
Last fall, math teachers from across Kent County, Md.,
gathered for their first professional learning community
meetings of the school year. Kris Hemstetter, a math and
English/language arts coach for the 2,200-student district,
was working with a small group of 3rd through 5th grade
teachers and urged them to keep in mind "where our kids
are, and where they're going."
Ms. Hemstetter was referring to a shift in the Common
Core State Standards for mathematics known as "coherence,"
the idea that math concepts should be linked both
within and across grade levels. Unlike many previous state
standards, the common core puts a heavy emphasis on coherent
instruction, and consequently, many districts are
finding ways to familiarize teachers with standards other
than the ones they teach.
For the second year in a row, the elementary teachers
in Ms. Hemstetter's district are meeting monthly in crossgrade
sessions after school, rather than in the grade-level
silos previously used, to go over math concepts and instructional
methods. For Ms. Hemstetter, the goal is to get
teachers talking about how skills build on each other.
Many experts say organizing these kinds of cross-gradelevel
professional learning experiences is one of the best
ways to encourage coherent instruction. While teachers
can study the "progressions documents" associated with
the standards, which outline student-learning sequences
for particular math topics, those texts can be tough to penetrate
without support. Intergrade professional learning,
though logistically difficult, gives educators a chance to
teach each other about the complicated learning progressions
inherent in the standards, they say.
A Focus on Fluidity
Math naturally lends itself to fluid instruction, according
to Phil Daro, a senior fellow at America's Choice, a Washington-based
school improvement consulting group owned
by Pearson Inc., and a lead writer of the common standards
for math. But state academic standards have tended not to
make fluidity a focus until now.
"Traditionally in the U.S., we taught one arithmetic for
whole numbers and taught a second and different arithmetic
for fractions, and then we taught a third arithmetic for
expressions with letters in them," he said. "Whereas mathematically,
you could do it all with one arithmetic." Other
countries, including Singapore and Japan, have done a better
job of teaching students to apply the same principles to
many different types of problems, Mr. Daro said.
Coherence is named in the common standards, along
with "rigor" and "focus," as one of the three major mathematical
"shifts" from previous state standards. "Mathematics
is not a list of disconnected topics, tricks, or mnemonics;
it is a coherent body of knowledge made up of interconnected
concepts," the standards document says. "Therefore,
the standards are designed around coherent progressions
from grade to grade."
4 Education WEEk 2015 CALENDAR OF EVENTS & PROFESSIONAL DEVELOPMENT DIRECTORY www.edweek.org/go/calendar
Elementary teachers in Kent County, Md.,
examine progressions documents
associated with the common core during
a districtwide cross-grade training.
Swikar Patel/Education Week
http://www.edweek.org/go/calendar
Education Week - February 18, 2015 - Special Report
Table of Contents for the Digital Edition of Education Week - February 18, 2015 - Special Report
Education Week - February 18, 2015 - Special Report
Contents
How to Build a Professional Learning Network
Math Standards Spark Collaboration Across Grades
Study Finds Poor Execution of ‘Job Embedded’ PD
Chat Highlights: Creating The Conditions for Teacher Collaboration
3 Principles for Authentic PLCs
Keep an Open Door, And Other Ways to Build In- School Relationships
2015 Calendar of Events
Sponsors of Events
Subject Index
Directory Table of Contents
Directory Index
Directory Listing
Education Week - February 18, 2015 - Special Report - Education Week - February 18, 2015 - Special Report
Education Week - February 18, 2015 - Special Report - 2
Education Week - February 18, 2015 - Special Report - Contents
Education Week - February 18, 2015 - Special Report - Math Standards Spark Collaboration Across Grades
Education Week - February 18, 2015 - Special Report - 5
Education Week - February 18, 2015 - Special Report - Chat Highlights: Creating The Conditions for Teacher Collaboration
Education Week - February 18, 2015 - Special Report - 3 Principles for Authentic PLCs
Education Week - February 18, 2015 - Special Report - Keep an Open Door, And Other Ways to Build In- School Relationships
Education Week - February 18, 2015 - Special Report - 9
Education Week - February 18, 2015 - Special Report - 2015 Calendar of Events
Education Week - February 18, 2015 - Special Report - 11
Education Week - February 18, 2015 - Special Report - 12
Education Week - February 18, 2015 - Special Report - 13
Education Week - February 18, 2015 - Special Report - 14
Education Week - February 18, 2015 - Special Report - 15
Education Week - February 18, 2015 - Special Report - 16
Education Week - February 18, 2015 - Special Report - 17
Education Week - February 18, 2015 - Special Report - 18
Education Week - February 18, 2015 - Special Report - 19
Education Week - February 18, 2015 - Special Report - 20
Education Week - February 18, 2015 - Special Report - 21
Education Week - February 18, 2015 - Special Report - Sponsors of Events
Education Week - February 18, 2015 - Special Report - Subject Index
Education Week - February 18, 2015 - Special Report - 24
Education Week - February 18, 2015 - Special Report - Directory Table of Contents
Education Week - February 18, 2015 - Special Report - Directory Index
Education Week - February 18, 2015 - Special Report - 27
Education Week - February 18, 2015 - Special Report - 28
Education Week - February 18, 2015 - Special Report - 29
Education Week - February 18, 2015 - Special Report - 30
Education Week - February 18, 2015 - Special Report - 31
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Education Week - February 18, 2015 - Special Report - 43
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Education Week - February 18, 2015 - Special Report - 45
Education Week - February 18, 2015 - Special Report - Directory Listing
Education Week - February 18, 2015 - Special Report - 47
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http://ew.edweek.org/nxtbooks/epe/ew_12052012
http://ew.edweek.org/nxtbooks/epe/ew_sr_11142012
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http://ew.edweek.org/nxtbooks/epe/ew_11072012
http://ew.edweek.org/nxtbooks/epe/ew_10312012
http://ew.edweek.org/nxtbooks/epe/ew_sr_10242012
http://ew.edweek.org/nxtbooks/epe/ew_10242012
http://ew.edweek.org/nxtbooks/epe/ew_10172012
http://ew.edweek.org/nxtbooks/epe/ew_10102012
http://ew.edweek.org/nxtbooks/epe/ew_10032012
http://ew.edweek.org/nxtbooks/epe/ew_09262012
http://ew.edweek.org/nxtbooks/epe/ew_09192012
http://ew.edweek.org/nxtbooks/epe/ew_09122012
http://ew.edweek.org/nxtbooks/epe/ew_08292012
http://ew.edweek.org/nxtbooks/epe/ew_sr_08222012
http://ew.edweek.org/nxtbooks/epe/ew_08222012
http://ew.edweek.org/nxtbooks/epe/ew_20120829
http://ew.edweek.org/nxtbooks/epe/ew_sr_08292012
http://ew.edweek.org/nxtbooks/epe/ew_20120822_v2
http://ew.edweek.org/nxtbooks/epe/ew_20120822
http://ew.edweek.org/nxtbooks/epe/ew_test
http://ew.edweek.org/nxtbooks/epe/diplomascount_2012issue34
https://www.nxtbookmedia.com