Teacher Professional Development

Professional Learning Community(PLC) and FOI. Highlights of the CCP Training

Outline

  • Concept of the professional Learning community and FOI.
  • Importance and Benefits of the PLC
  • organizing a PLC

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Concept of PLC

A professional learning community or PLC, is a group of educators that meets regularly, shares expertise and works collaboratively to improve teaching skills and the academic performance of the students.

Establishing and Managing PLC

The head of the school (HoS) in consultation with teaching staff and other stakeholders puts a PLC in place. An In-school curriculum Lead is selected to lead the PLC activities. The School improvement Support Officer (SISO) serves as an Officio member

Guidelines and Expectations

  • The membership of the PLC(HoS, CL, other staff) in consultation with key stakeholders(SISO, PTA/SMC etc).
  • Agrees on the PLC sessions( or meetings) schedules for the semester.
  • Identifies for the PLC sessions individual challenges in effective lesson delivery and innovative practices in teaching.
  • Creates common platform for members to share ideas, skills, knowledge and experience.
  • Identifies  and invites good and willing facilitators for each session.
  • Keeps record of attendance of members during PLC meetings.
  • Sets SMART goals for best practices in the school to meet expected performance outcomes and targets.

Other guidelines and Expectations

  • Previews and reflects on school data to plan instructions across the school curricular
  • Considers co-curricular experiences for learners
  • Considers innovative ways of incorporating new and improved initiatives such as the 4Rs and the core competencies.

 Who monitors the Activities of PLC?

  1. The Ghana Education Service
  2. Head of schools (HoSs)
  3. School Improvement Support Officers (SISOs)
  4. Regional Monitoring Officers
  5. National School Inspectorate Authority (NaSIA)
  6. National Teaching Council
  7. National Council for Curriculum and Assessment NaCCA)

Benefits of PLCs

  1. Improves the skills and knowledge of educators through collaborative study, expertise exchange and professional dialogue
  2. Builds effective team spirit
  3. Improves trust among colleagues
  4. creates enabling environment for openness and sharing of new ideas and resources.

Challenges

  • Some few challenges includes Facilitators not taking part in the PLC
  • Disrespect among Colleagues
  • Unsolved problems

How do we overcome the challenges

  1. Getting everybody to participate fully and actively in PLC activities
  2. Building mutual respect among colleagues and sharing personal challenges and experiences.
  3. Finding solutions to identified problems on time.

Roles and Responsibilities of the key Actors in the PLC

The key Actors in the PLC

  • MMD Education Oversight Committee
  • MMD Education Director
  • MMD Head of Monitoring and Supervision
  • School Improvement Support Officers
  • Heads of Schools
  • Curriculum Leads
  • JHS/SHS Teachers

MMD Education Oversight Committee

  • Validate the PLC program
  • As a policy making body at the MMD level, the MMDEOC would make a policy related decision for the implementation of the programme.
  • Provide supervisory role for the MMD Education office in the performance of duties relating to the programme.

MMD Education Director

  1. Advices on issues related to the school based implementation or monitoring/ evaluation of the program.
  2. Ensures the inclusion of PLC activities on the school’s timetable and participation of all teachers once every week
  3. Creates Calendar for the integration of PLC activities into the operational plan of the MMD

MMD Head of Monitoring and Supervision

  1. Develops in collaboration with MMDE and SISO, a plan for the monitoring Fidelity of Implementation(FOI) initiatives and the overall evaluation of success of the PLC initiative.
  2. In consultation with the MMDDE, assist Heads of Schools, in the selection of the Curriculum Leads for the School’s PLCs

School Improvement Support Officers (SISO)

  1. Participate in the selection of Curriculum Lead
  2. Collate and submit M&E and FOI data to MMDEO
  3. Identify training needs of headmasters/mistresses and teachers in collaboration with the MMD training Officer.

Heads of schools (JHS/SHS)

  1. Attends initial training on PLC Programme
  2. Ensure Parent-Teacher Association Executives and school-based Management Committee’s support for the PLC programme
  3. Ensure teachers participate actively in PLC sessions, and that all teachers implement PLC decisions and best practices

Curriculum Lead

  1. Develops agenda, schedules and leads PLC meetings
  2. Facilitate meetings, Prepares reports and keeps PLC records.
  3. Collates challenges of teachers and in consultation with the head of school arranges for  resource persons.
  4. work closely with colleagues in building formidable leadership teams and learning school
  5. sustains the changes process required to operate as a PLC

JHS/SHS Teacher

  1. Participate actively in all PLC sessions and activities
  2. Implement the CCP Curriculum, prepares scheme of lessons according to specification and keep track of challenges or difficulties encountered
  3. Try new teaching, strategies and practices discussed during PLC sessions and share challenges and success stories with colleagues.

Fidelity Of implementation (FOI)

outline

  • What is fidelity of Implementation?
  • Purpose NaCCA FOI Monitoring Strategy
  • Type of Data to be collected

Fidelity of Implementation

Fidelity of Implementation refers to the degree to which an intervention or programme is faithfully delivered as intended.

Fidelity of Implementation of CCP-is the degree of faithfulness or adherence attached to the implementation of the CCP Curriculum with respect to the Content and delivery of the curriculum , and its accompanying resources.

Purpose of the FOI

  • To find out it  Teachers, Head teachers and other stakeholders are implementing the curriculum as intended and in accordance with the training they received.
  • To find out how well Teachers, Head teachers and other stakeholders are implementing the curriculum.

School level CCP Monitoring System

  • Type of data to be collected
  • Teacher FOI
  • Head teacher FOI and Interview data
  • SISO FOI and interview data
  • Community involvement data
  • Learners performance data

NaCCA/GES Level CCP Monitory system

  • Teacher  data FOI, Lesson observation and interview data
  • Headteacher FOI and interviews data
  • Community involvement data
  • SISO FOI and Interview data
  • Pupils performance data

How will the Data be Presented

  • A National Online Database on School Monitoring (NODSM) will be established.
  • Data will be displayed using NODSM dashboards for MOE, NIB, NTC, GES, REOs, DEOs and other relevant stakeholders.

Credit: NaCCA

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