Standards+Question+2


 * Read the Case Study regarding Learning Communities on page 9 of the NSDC Standards text handed out in class. In your PLC discuss Discussion Questions 1-3. Have a record keeper in your group synthesize your group's responses to these questions. If your group needed more information, describe what you need to know and how you would go about discovering this information.**

1. What is the role of district and school visions, missions, and goals in relation to this standard? The role of the district and school visions, missions, and goals in relation to learning communities is that they allow the teachers to be split into learning communities based on the students that they teach rather than the subjects that they teach.

2. What factors and/or structures at the district and school levels support continuous learning and development, collaboration, and shared purpose of learning communities? What inhibits them? One structure at the school level that supports continuous learning and development is that the students and teachers are grouped together for three years allowing continuous learning and collaboration. Things that inhibit them are that the students are not exposed to diverse teachers and instructional methods.

3. What kinds of teams are administrators and teachers assigned to? What are some of the current strengths and weaknesses of each team? Teachers and administrators are assigned to interdisciplinary teams. They are able to create their own interdisciplinary curriculum. A drawback to this type of team might be that students are given limited exposure to different teaching styles and experiences. Another team allows for experienced teachers being grouped with inexperienced teachers. This helps provide support and guidance to new teachers. One weakness with this team is that new teachers might rely too heavily on the experienced teachers. Therefore, they are not developing the necessary skills to be successful.

Extension Question:

How is the NSDC Learning Communities standard evidenced or not evidenced within your school systems? How did you come to these understandings about your school? In our schools we are required to have regular meetings for grade levels and subject areas.