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Topic of Module and Resource Connection to Module:
The topic of this module is teachers' work with writing and maintaining goals in professional learning communities In Defour’s (2006) textbook, Learning by Doing, chapter 6 discusses how to approach getting results in the classroom. Defour (2006) explains that in order to see positive results in our students, teachers need to create SMART goals that are realistic and attainable. Both short term goals and stretch goals are crucial to growth in a PLC and classroom. According to Defour (2006), “Leaders must find a balance between the attainable goals teams feel they can achieve in the short term and stretch goals – goals so ambitious they could not possibly be achieved unless practices change within the organization change significantly” (p. 160). Like short term goals, stretch goals are effective if they are possible to accomplish. These goals encourage administrators, PLC’s, and teachers to think outside of their comfort zones and adopt change in order to see positive results.
Koops and Winsor (2005) present similar ideas and beliefs in their article, “Creating a Professional Learning Culture through Faculty Evaluation.” Although the main focus of their article is the importance of teacher evaluations and growth in a district, they discuss how professional learning communities play an integral part in the evaluation and growth process. As highlighted throughout Defour’s (2006) textbook, Koops and Winsor (2005) list that student learning and growth should be the main goal for all schools and educators. In order for educators to improve their craft, Koops and Winsor (2005) express the need for professional learning communities in order to “create an environment where teachers work together to improve instruction” (p. 63). In this environment, teachers need to set goals in order to improve their instruction of skills and professional excellence.
Both Defour (2006) and Koops and Winsor (2005) stress that teachers need to take chances when working to improve their instructions through goals and PLC work. Koops and Winsor (2005) state that, in regards to American education, “effective schools are thought of as learning communities where administrators create an environment in which teachers are willing to take risks, step out of their ‘comfort zones’” (p. 62). In order for teachers to set goals and accomplish these goals, they must continue to learn and grow as professionals. Short term and stretch goals, if used correctly in a professional learning community, will help educators keep their students’ growth and success at the center of their profession.
References
DuFour, R., DuFour, R., Eaker, R., Many, T. (2010). Learning by doing: A handbook for
professional learning communities at work (2nd ed., pp. 59-154). Bloomington, IN: Solution Tree Press.
Koops, J. & Winsor, K.A. (2005). Creating a professional learning culture through faculty
evaluation. Journal of Education, 186(3), 61-70.
