Literacy 2.0, Teacher Learning and PLP

[Lani Ritter Hall]

The February and March issues of Educational Leadership from ASCD ( the Association for Supervision and Curriculum Development) focused on How Teachers Learn and Literacy 2.0, two of my continuing passions. If you don’t subscribe to the print version, you can view some of the articles online here and here. The significance of the March issue was noted by Will Richardson:

"So I’m thinking the March issue of Educational Leadership (due on their website soon) represents a not so insignificant marker in the continued deepening and broadening of the change conversation around these shifts and technologies. It’s not just the theme, “Literacy 2.0″ but the quality of the articles and authors that are included. And, most importantly, it’s the level of understanding that most of the pieces display around the idea of living and learning in networks and communities online."

And I immediately connected that to the February issue, How Teachers Learn where 2 phrases resounded with other readings on professional development I’d recently reviewed.

From Educational Leadership, How Nations Invest in Teachers by Ruth Chung Wei, Alethea Andree and Linda Darling-Hammond in describing good teacher learning which is “ongoing professional development activities embedded in teachers' contexts” and from Research Review / Teacher Learning: What Matters? by Linda Darling-Hammond and Nikole Richardson further describing good professional development as “collaborative and collegial, and is intensive and sustained over time.”

Those phrases align with the following:
“Many teachers receive professional development that is episodic and disconnected from real problems and practice, said Linda Darling-Hammond, Charles E. Ducommon Professor of Teaching and Teacher Education at Stanford University. But research tells us that teachers need to learn the way other professionals do: continually, collaboratively and on the job.”

“Research shows that professional learning can have a powerful effect on teacher skills and knowledge and on student learning. To be effective, however, it must be sustained, focused on important content, and embedded in the work of collaborative professional learning teams that support ongoing improvements in teachers’ practice and student achievement.” from the National Staff Development Council

So I’m wondering if professional development that offers a unique opportunity for educators to participate in a long-term, job-embedded professional development program through immersion in learning environments that allow them to learn and own the literacies of 21st Century learning and teaching might not be the answer. Where during the 8 month life of a cohort (20 school/district teams located within a geographical region with 5 educators on each team and 10 "21st Century Fellows" selected from participating districts) members experience:

• Two full-day face to face workshops (21st Century Learning Kick-off and Culminating Learning Showcase) for cohort participants held at a regional site
• Four, two hour synchronous online 21st Century curriculum modules:
  1. Setting the Stage: Teaching and Learning in the 21st Century – What is 21st Century learning? Why is it important? This session introduces the context, research and trends shaping the current shifts.
  2. Network Literacy: Sharing, Cooperation and Collective Action – This session moves team members from talking about 21st century learning to examining some specific tools and how they are used to promote the building of Personal Learning Networks for sharing, cooperation, and collective action.
  3. Network Driven Inquiry: Technological Pedagogy in Action – This session takes a closer look at the pedagogy involved in using web- based strategies to support passion-based and inquiry-driven approaches to learning.
  4. Project Workshop – School teams have an opportunity to get feedback on their emerging team projects as well as showcase, reflect, and celebrate the success and outcomes of their learning
• Immersion in an asynchronous Virtual Learning Community
• Ongoing capacity building with 21st Century Fellows

If this resonates with you, then participating in PLP, also known as Powerful Learning Practice, co founded by Will Richardson and Sheryl Nussbaum Beach, deserves your very serious consideration.

What do you think? What is your reaction?

[Abby Kelton]

Lani, thanks for sharing this information.

I've had the opportunity to participate with Bedford City Schools this year in the PLP experience that Lani described and we have found it to be a very positive and meaningful experience. One of my favorite aspects has been the emphasis on the change management process as schools transition toward 21st century schools. I would be happy to speak with anyone who may be interested in participating with their districts.

[Lani Ritter Hall]

Join Will Richardson and Sheryl Nussbaum Beach in a webinar on 21st century learning and PLP

You are cordially invited to join Will Richardson and Sheryl Nussbaum-Beach in a webinar in which 21st century learning and PLP will be discussed. They will share in depth their approach to transforming teaching and learning.

Please add this important webinar to your busy schedule to gain additional perspective on school reform, 21st century learning and PLP.

Will and Sheryl are offering the webinar at two different times to accommodate your schedule:
April 14 at 10 am
April 23 at 2 pm

Please message me to reserve a place and receive a link to access this session on the date that is best for you!!!

Best,
Lani