Instructional Learning Teams: A Case Study

Autor/inn/en	Brendefur, Jonathan L.; Whitney, Brian; Stewart, Roger A.; Pfiester, Joshua; Zarbinisky, Julia
Titel	Instructional Learning Teams: A Case Study
Quelle	In: Journal of Curriculum and Teaching, 3 (2014) 1, S.36-46 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-2677
Schlagwörter	Teaching Methods; Teamwork; Communities of Practice; Case Studies; Academic Achievement; Teacher Collaboration; Faculty Development; Foreign Countries; Lesson Plans; Teacher Improvement; Elementary School Teachers; Middle School Teachers; Elementary School Students; Middle School Students; Teacher Student Relationship; Common Core State Standards; Japan + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Community; Case study; Fallstudie; Case Study; Schulleistung; Lehrerkooperation; Ausland; Lesson planning; Unterrichtsplanung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Student; Students; Schüler; Schülerin; Teacher student relationships; Lehrer-Schüler-Beziehung; Common core curriculum; Curriculum; Kerncurriculum
Abstract	Changing teacher practices to improve student learning is a challenge. For teachers' practices to change, faculties within schools must build communities of practice. However, supporting teachers' collaborative learning within a Professional Learning Team can be an elusive challenge. We found through the Instructional Learning Team (ILT) model of professional development that teachers have a focused model to make effective changes to their practice. ILTs promote school improvement by providing a process through which teachers collaboratively focus on sustained reflection about student learning tasks, instruction, and student work using the Japanese Lesson Study and critiquing their work using Newmann's (1996) Intellectual Quality framework. We followed two teams of teachers over a semester and qualitatively examined changes in four elements of professional learning: shared ideas and values, focus on student learning, reflective dialogue, and deprivatization of practice. Through the ILT process all four elements of professional learning communities increased. This process of changing practice through examining instructional tasks, practices and student work has a direct impact on helping teachers move toward implementing the Common Core State Standards (CCSS). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2018/2/04