PLC's and Co-Teaching: Within Urban Schools- Ashley Wilkirson
Ashley Wilkirson
In "Teachers Supporting Teachers in Urban Schools: What Iterative Research Designs Can Teach Us", it discusses how first year teachers tend to struggle with teaching in the urban classroom setting. It also outlines ways to prevent the these new teachers from leaving new schools, such as having a coach, utilizing PLCs, and so on. There are also Key Opinion Leaders or KOL mentors. These individuals are responsible for filling in the gaps that the newer teachers have, whether it be through social networking, have an influence over how the class is taught, etc. There are multiple steps to this community created for the teacher that the article goes through and describing how each component attributes or is strengthened in the process. For example, the first year is outlined by concepts such as engagement, that the newer teachers will learn how to utilize in the urban classroom. One of the largest contributions to the success of these program is the group of support and the teacher being aided coming together and reviewing what has occurred, ways to improve, and what is and is not working. The article concludes with the benefits and results of the research conducted on using the process. One of the results was discovering the variety of approaches to being a teacher who is successful and networking with others.
The article could be applied in the classroom in the sense that schools utilize what was learned from the article with first year teachers. It would also be beneficial for teachers who have been teaching for less than five years, considering they still do not have as much experience at that point. A mentor system would allow for an exchange of knowledge and would benefit the students, since more experienced teachers could offer insight based off of what they have seen in the classroom before and it would help the less experienced teachers find their footing when confronted with situations they have not really handled before. In the process, not only the students learning more, but their teacher as well, since the teacher will be capable of handling situations that usually cause newer teachers to leave schools. In addition to this, the article does not only have to apply to urban schools, but school in rural areas as well.
Shernoff, E. S., Maríñez-Lora, A. M., Frazier, S. L., Jakobsons, L. J., Atkins, M. S., & Bonner, D. (2011). Teachers Supporting Teachers in Urban Schools: What Iterative Research Designs Can Teach Us. School Psychology Review, 40(4), 465-485. Retrieved from: http://eds.a.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=1&sid=bf586f97-11f7-4adc-9e2a-6b4e9dcf5527%40sessionmgr4007
PLC's and Co-Teaching: Within Urban Schools
In "Teachers Supporting Teachers in Urban Schools: What Iterative Research Designs Can Teach Us", it discusses how first year teachers tend to struggle with teaching in the urban classroom setting. It also outlines ways to prevent the these new teachers from leaving new schools, such as having a coach, utilizing PLCs, and so on. There are also Key Opinion Leaders or KOL mentors. These individuals are responsible for filling in the gaps that the newer teachers have, whether it be through social networking, have an influence over how the class is taught, etc. There are multiple steps to this community created for the teacher that the article goes through and describing how each component attributes or is strengthened in the process. For example, the first year is outlined by concepts such as engagement, that the newer teachers will learn how to utilize in the urban classroom. One of the largest contributions to the success of these program is the group of support and the teacher being aided coming together and reviewing what has occurred, ways to improve, and what is and is not working. The article concludes with the benefits and results of the research conducted on using the process. One of the results was discovering the variety of approaches to being a teacher who is successful and networking with others.
The article could be applied in the classroom in the sense that schools utilize what was learned from the article with first year teachers. It would also be beneficial for teachers who have been teaching for less than five years, considering they still do not have as much experience at that point. A mentor system would allow for an exchange of knowledge and would benefit the students, since more experienced teachers could offer insight based off of what they have seen in the classroom before and it would help the less experienced teachers find their footing when confronted with situations they have not really handled before. In the process, not only the students learning more, but their teacher as well, since the teacher will be capable of handling situations that usually cause newer teachers to leave schools. In addition to this, the article does not only have to apply to urban schools, but school in rural areas as well.
Shernoff, E. S., Maríñez-Lora, A. M., Frazier, S. L., Jakobsons, L. J., Atkins, M. S., & Bonner, D. (2011). Teachers Supporting Teachers in Urban Schools: What Iterative Research Designs Can Teach Us. School Psychology Review, 40(4), 465-485. Retrieved from: http://eds.a.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=1&sid=bf586f97-11f7-4adc-9e2a-6b4e9dcf5527%40sessionmgr4007
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