Module Four - Journal on the Foundations & Principles in My Context of Practice
March 1st, 2022 My Past Experiences with PLCs
After completing the readings and watching the video clip for module 4, most of my prior knowledge about professional learning
communities was echoed, though some new perspectives were brought to my attention.
Especially with the increased dependence on digital communication in recent years, I have greatly benefitted from my district’s push to
improve our digital resources and collaboration opportunities. I have been laid off the past two years and assigned teaching positions in
new roles. I was very lucky to have been able to sign up for a mentorship program so I could connect with an experienced teacher in
my field and ask them specific questions about my new role and receive feedback and resources through email and Teams. Before Covid,
participants of the mentorship program would have opportunities to meet face to face at monthly events, which would help foster
community among group members. Both readings emphasized that having face to face interactions helped increase motivation to engage within the
PLC and promoted a sense of belonging and connection.
I thought that Blitz’s findings that describe “old timers” as knowing more but contributing relatively little to PLCs and novice teachers
knowing less on average but having more novel ideas to contribute (2013, pg. 25) an important piece to note. Although both populations
have their own strengths, beliefs, and experiences, it is essential for PLCs to have diverse participants, as “too much trust [within a PLC]
may encourage extreme cohesion and give rise to dysfunctionality” (2003, p. 407). PLCs need to ride the fine line of having just the right
amount of diversity and opposing views, to acknowledge differences and promote growth in a professional and respectful way.
My district also transitioned in-person “new to the role” training sessions online and created specific groups on TEAMS to promote
constant communication, resource sharing, and teaching, assessment and reporting strategies within specific contexts. These online
groups were a great starting point for me when I taught Gifted and ELL for the first time, as I did not feel I was completely on my own
and knew that their were other people in my position who had the same questions as me. Having a TEAMS group within our whole
school was also another way for teachers to connect across speciality and grade groups, since most classrooms were feeling isolated
due to Covid regulations and fewer school wide events.
To be honest I hadn’t really tried to join any PLC’s before Covid, because I was trying to move away from social media and screen time
and could see it becoming another reason to mindlessly scroll on my phone. Though, I was glad that I joined the BC Teachers Covid 19
Support Group, as it was a helpful way to get a taste of what was working for other teachers while transitioning to online teaching. I also
didn’t feel pressure to constantly be contributing or commenting, so I could take what I wanted from the group and step away from it when
I needed a break. It didn’t take long to see that some people were using it for strictly resource or strategy sharing, while others were focused
on news updates, and others were looking for a sense of camaraderie. It is also nice to have the option to mute the group if I was feeling
overwhelmed. I should note that although this group did promote reflection, collaboration, and adaptations at times, I would not categorize
it as a PLC that was greatly impactful for me for the following reasons.
Blitz mentioned that “collaboration is best when membership is diverse, there is an effective moderator, and group members have
the opportunity to socialize in person” (2013, i). For this particular group, membership was definitely diverse, as there are now over
11 thousand members all from different districts in BC with varying levels of experience. Though, the moderation was minimal, as it
seems like anyone can post anything they like. For obvious reasons, there was no opportunity to meet face to face. After this reflection,
I realized that although I felt a sense of connection and support when I initially joined the group back in 2019, this was no longer an
effective group for me.
March 2nd, 2022 PLCs on Facebook
As a new ELL and Music teacher this year, I joined a few PLC groups on Facebook in hopes to gain insight on effective teaching strategies and grade appropriate resources. Since I’m working full time and taking master’s courses, I wanted something casual that would provide bite-size information and not require frequent participation.
I realized that my mindset before even joining these groups echoed Blitz’s statement that “studies indicate that teacher’s motivation to engage with their peers and contribute regularly to the group was less online than face to face” (2013, i). I don’t know if this is also in response to Covid, as I’m noticing more recently that socializing takes more effort and energy than I had previously realized.
Blitz highlights that the ultimate goal for PLCs is to “increase student achievement by adapting teaching practices based on the learning and interchanges during the PLC” (2013, i). Bolam and et (2005) add that “inclusive membership, mutual trust, respect, support, openness, networks and partnership” are necessary attributes for effective PLCs. The BC Music Teachers group has given me access to a wealth of resources which I greatly appreciate since I am not a professionally trained musician. I was introduced to the Science of Reading - What I Should Have Learned in College group by another teacher in a previous Queen’s course and it has helped me vary my instruction and “employ more differentiation instruction and targeted interventions” (Blitz, 2013, pg.5) for my lower ELL learners.
I continue to check in with these groups for resource ideas and occasionally share my perspective, though I would not say that I am a major contributor. Since I have not been in the same teaching role consistently I need to think of a PLC that really encapsulates my passions and professional goals.
March 3, 2022 My Context of Professional Practice
While thinking of PLCs to join, I realized I needed to narrow down my context of professional practice and reflect on the aspects of teaching that spark my interest as well as recognize the areas I need more support to be the best teacher I can be. Below are some of the topics that I brainstormed:
Outdoor Education, SEL, Inclusive Education, English Language Learners, Hands-on / Experiential Learning, Inquiry, and Indigenizing the Curriculum
I’ve always geared towards the student-centred philosophy though, after learning about the social-reconstructivism philosophy in more detail throughout this course, I would like to provide more authentic real-world problem solving experiences for my students at all levels to help better their communities.
I’ve always had a dream to teach English abroad and that motivated me to get my TESL certificate before getting my teaching degree. At all of the schools I have worked at, regardless of position or grade, there are always ELL students and they often do not get all the support they need on a daily basis. Even if I do not continue to be in the role of an ELL teacher, any strategies or adaptations I can learn will help me with any future interactions I have with ELL students.
Since I am still starting out in my teaching career, I decided to focus on a PLC that will help me best support my English language learners. I am hoping to incorporate more strategies that will work across grade levels and languages. I also find it is sometimes difficult for new ELLs to connect with their peers due to their lack of communication skills, so I hope to gain more strategies to promote positive peer relationships as well. Since I do have some experience and my TESL certificate, I would be able to provide some guidance to newer teachers who may not have any resources to support their ELLs, as well as some strategies that they could implement into their classes to support all of their students. Using visuals and exemplars, having word walls, using assistive technology and translators, and setting up ELL students with a buddy who speaks the same language are some simple strategies that I would be willing to share and discuss with other teachers.
Some potential ELL focused PLCs I plan on exploring are:
Teachers Connect - https://www.teachersconnect.com/
All For all - https://www.allforall.world/plc
BC TESOL - https://bctesol.ca/
March 4th, 2022 Teachers Connect & All for All
Here are some things I noticed when exploring these potential ELL focused PLCs.
Teachers Connect: I joined Teacher’s Connect during a past Queen’s course and it was helpful in reaching a wide population of diverse teachers about specific topics. I did like how I could use the key word “english language learner” to find other posts about ELLs. On the home page, the website mentions that it is “teacher-centric, moderated and trustworthy” and participants have the option to “seek a collaborator in a community of problem-solvers.”
Participants can post questions and responses, like comments posted by others or deem it a “good question”. During my brief scrolling I noticed some great questions, though it seemed like the average post had a few likes or comments or no responses. Short responses might be helpful in certain contexts, but I would hope for more traffic and responses to be able to really gain perspectives from a larger and more diversified group.
When reviewing some of the discussions it seemed like most people would respond to a post and then no longer participate in the conversation. This makes me think that Teacher’s Connect would be great for sharing resources or providing a personal experience, but may not be the best platform for continuous conversations since it covers so many topics.
The second PLC I tried to explore was https://www.allforall.world/plc
Here are some screenshots from the website’s home page describing their mission and opportunities.
I soon realized that this PLC is based in Pittsburg and would not be the most relevant PLC for me to join. Though they do have some suggestions on welcoming immigrants in a supportive and inclusive way, so I started following them on Instagram to see what current projects they have going on and see if I can implement anything similar into my own teaching practice.
Their Instagram account is @welcomingaction
March 5th, 2022 BCTESOL
The final PLC I decided to look into is the BCTESOL. https://bctesol.ca/
I found this PLC by searching the BCTF website and looking through the different
specialities.
https://www.bctf.ca/services-guidance/professional-development/join-a
-provincial-specialist-association
There was a $25 fee to join the BC TESOL and I had a few issues logging into my BCTF account but was then able to explore the website.
They had an extensive list of upcoming Pro-D events across topics and levels. Another interesting thing I found was the resource sharing
option on the BCTF website which is great way to see what other BC teachers are doing in their classrooms and get some varied
perspectives.
On their page, they mention meeting 4 times a year in person, which was a key component of effective PLCs mentioned in our readings.
The FB and Twitter pages, as well as the resource page, are “electronic platforms that provide ready access to knowledge” (Watson, 2013,
i) that I don’t have to spend hours searching for which is a great time saver.
On the BCTF’s homepage they also have the option to apply for peer support which I assume would be similar to the mentorship program I
tried out in my district.
As BCTF member, I also have access to the resources below and can look through other resources other members have posted and
contribute as well.
March 6th, 2022 Exploring BC TESOL Further
After reflecting on the ELL focused PLCs I had explored, I decided to move forward with the BCTESOL as it has extensive resources,
opportunities for ELL specific professional development, and diverse members from across the province. The BC TESOL had associated
Facebook and Twitter pages so I decided to look further into them to see what would be the easiest way for me to get the most feedback
from the most members possible.
This is their Facebook called BC TESOL - Teachers of English Language Learners. I needed to request access to the group and was
added to the group within 24hours. There are currently 159 members.
The group’s intentions were communicated in their About section below.
After scrolling through the posts for a bit there were lots of resources shared about specific teaching strategies such as phonics, upcoming
Pro-D opportunities, and some teachers seeking feedback on specific situations. This PLC seemed to have slower participation, as there
were usually only a handful of posts per month. For a FB group though, I recognize that this may be a positive observation, as I’ve noticed
in other FB groups that people tend to post multiple things per day that do not always relate to the group’s goals. Perhaps this is a quality
over quantity situation?
I have not been active on Twitter for years, as I am trying to limit my screen time and minimize my activity on apps to a select few. Though,
I checked out the BCTESOL feed to gain insight on their activity.
While scrolling through their posts, it was clear that they are not as active on Twitter since their last posts were from October 2021. Due to
this observation, I plan on using the TESOL Facebook group as my main method of communication for now, as all members have an
interest in ELL and have more frequent participation.
March 7th, 2022 Curricular Designs within BC TESOL
Looking at the BC TESOL website, as well as the FB group, it is clear that this PLC has a student-centred focus as the participants are
trying to connect with all of their ELL learners in an inclusive and engaging way. Since most of these students are coming from different
areas of the world and speak different languages, it is necessary for all students to feel seen, heard, and celebrated for their uniqueness.
Since all learners are coming to school with diverse levels of knowledge of English and Canadian customs, it is essential for teachers to
meet them where they are at and build on their skills from there.
Here is a screenshot taken from http://www.edu.gov.on.ca/eng/document/manyroots/ titled Many Roots, Many Voices: Supporting
English Language Learners in Every Classroom from their resources section.
The questions that these Ontario teachers are asking demonstrate the value in reflecting on one’s teaching practice to ensure that the
planning, instruction, and assessment strategies are working for all ELLs.
The screenshot below was taken from https://mytrainingbc.ca/traumainformedpractice/#relationship which provides insight on trauma
informed practice and 4 workshops to provide guidance and support for ELLs and other newcomers. This resource highlights the
BCTESOL’s goal to support students’ social and emotional well-being, another key component of student-centred practice.
Next week in module 5, I hope to post in the BC TESOL’s Facebook group to get some guidance from other ELL teachers in the province
and take on a leadership role by contributing to the resources section on the BCTF page with an ELL focused lesson or strategy.
Sources:
Blitz, C. L. (2013). Can Online Learning Communities Achieve the Goals of Traditional Professional Learning Communities? What the Literature Says. REL 2013-003. Regional Educational Laboratory Mid-Atlantic.
Bolam, R., McMahon, A., Stoll, L., Thomas, S. & Wallace, M. (2005) Creating and sustaining effective professional learning communities (No. RR637) (London, Department for Education and Skills).
Sundaramurthy, C. & Lewis, M. (2003) Control and Collaboration: Paradoxes of governance, Academy of Management Review, 28 (3), 397-415.
Watson, C. (2014). Effective professional learning communities? the possibilities for teachers as agents of change in schools. British Educational Research Journal, 40(1), 18-29. doi:10.1002/berj.3025
https://www.allforall.world/plc
http://www.edu.gov.on.ca/eng/document/manyroots/
https://mytrainingbc.ca/traumainformedpractice/#relationship
https://www.teachersconnect.com/
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