Relevant bibliographies by topics / Professional Learning Program (PLP)

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  2. Dissertations / Theses
  3. Books
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Academic literature on the topic 'Professional Learning Program (PLP)'

Author: Grafiati
Published: 19 February 2023

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Journal articles on the topic "Professional Learning Program (PLP)"

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Aji, Gregorius Punto. "STUDENTS’ REFLECTION ON THE EXPERIENCE IN ONLINE SCHOOL INTERNSHIP PROGRAM BASED ON EXPERIENTIAL LEARNING." IJIET (International Journal of Indonesian Education and Teaching) 6, no. 2 (July 14, 2022): 204–25. http://dx.doi.org/10.24071/ijiet.v6i2.4820.

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Program Pengalaman Lapangan (School Internship Program), abbreviated as PLP, is an obligatory course in the curriculum of study programs under the faculty of teachers training and education. It adopts an experiential field learning to provide comprehensive, direct, and real experiences in school. A long-term goal is set to develop professional teacher competencies. In the Covid-19 pandemic, PLP has been implemented online. This research aimed to analyse the students’ reflections on experiences in online PLP on School Environment to find out to what extent they understand the school environment, good and inspirational experiences, meaning or values that were developed by students, intentions for self-development that arouse based on the experience and reflections, obstacles faced by students and how to solve them. This research was a qualitative research. The results of the study indicated that students’ experiences in getting to know the school environment were included in the good category, students gained various good and inspirational experiences, experiences in overcoming obstacles that arose due to the pandemic, developed meaning or values, and developed intentions for self-development as a teacher candidate. Thus, the meaningful learning cycle based on experiential learning was experienced by the students participating in the online PLP.
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Meesuk, Parinya, Angwara Wongrugsa, and Thipwimol Wangkaewhiran. "Sustainable Teacher Professional Development Through Professional Learning Community: PLC." Journal of Teacher Education for Sustainability 23, no. 2 (December 1, 2021): 30–44. http://dx.doi.org/10.2478/jtes-2021-0015.

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Abstract In Thailand, in-service teachers’ professional development has been implemented through the Professional Learning Community (PLC) program for more than four years to develop teachers’ sustainably. The sustainable development program has spread across the country in the Thai Teacher Council network. The research goals are as follows: (1) to evaluate the causes and results of the Professional Development Program in the form of a Professional Learning Community conducted by the Teachers’ Council of Thailand and (2) to analyze factors affecting success and sustainability of the teacher professional development project. Within the study, 490 samples have been collected from the relevant parties. The respondents have completed the questionnaire and participated in the interview. The research results have revealed that the project is essential for teachers and education personnel. They change the teaching and learning approaches, as well as positive thinking skills; moreover, the students also increase academic achievements.
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Sunaengsih, Cucun, Aan Komariah, Isrokatun Isrokatun, Mayang Anggarani, and Sindy Silfiani. "Survey of the Implementation of Professional Learning Community (PLC) Program in Primary Schools." Mimbar Sekolah Dasar 6, no. 3 (December 31, 2019): 277–91. http://dx.doi.org/10.17509/mimbar-sd.v6i3.20626.

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This research aims at illustrating the implementation of Professional Learning Community (PLC) programs, which later will be used to be the basic data for the preparation of PLC program design that is applicable and easily implemented by the teachers. The low contribution and discontinuity of teachers in the PLC programs in primary schools have impacted on the lack of optimization of the PLC programs as a support for sustained improvement of teacher professionalism. This research employed a descriptive research design with a survey approach involving 52 primary school teachers in Sumerdang Regency. The research results revealed that even though the teachers’ understanding of the PLC program objectives was very high, the teachers’ understanding of the PLC program mechanism was still low. Thus, this resulted in the low level of the implementation of the PLC program in primary schools, both in programs and regulations. Therefore, further research is expected to produce the operational, structured, and applicable PLC programs in order to increase the teachers’ participation in implementing the PLC programs for improving teacher professionalism, and having a real impact on the improvement of the quality of learning in primary schools.
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Supriyono, Supriyono, Julianto Julianto, Suprayitno Suprayitno, Fitria Hidayati, Endah Rahmawati, and Kurniasari Kurniasari. "STUDI DESKRIPTIF PELAKSANAAN PLP SELAMA PANDEMI COVID-19 PADA MAHASISWA JURUSAN PGSD FIP UNESA." Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian 7, no. 1 (January 31, 2021): 23–30. http://dx.doi.org/10.26740/jrpd.v7n1.p23-30.

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ABSTRACT PLP is a stage in the process of preparing professional teachers at the Bachelor of Education program level, in the form of assigning students to implement learning outcomes through observing the learning process in schools / educational institutions, training in developing learning tools, and guided teaching and learning, and accompanied by reflective action under guidance. and supervision of supervisory lecturers and tutors in stages. At the undergraduate level, PLP is divided into 2, namely PLP1 and PLP 2.The essence of PLP I activities is observation, analysis and direct appreciation of activities related to school culture, school management, and school dynamics as educational and learning development institutions which are usually carried out in semester three or four. PLP 1 activities usually go directly to the field, because in the current situation there is a Covid-19 pandemic, the implementation of PLP 1 is carried out online. The purpose of this research was to identify and obtain various information related to the implementation of PLP activities during the Covid-19 pandemic for students in the PGSD Department of FIP Unesa. This type of research is descriptive research. The population in this study were all students of the PGSD FIP Unesa Department and the sample used by the 2018 class, this was because the class programmed and participated in PLP 1 activities online. In addition, the researcher is also the facilitator for one of the classes that programs PLP 1 to make it easier to collect data. The data collection method used was a questionnaire. The research instrument developed related to the implementation of PLP 1 online in partner schools, has several indicators including; (1) preparation, (2) provisioning, (3) implementation, and (4) evaluation / report. The data obtained will be analyzed in a descriptive qualitative manner which describes the implementation of PLP 1 for students in the PGSD FIP Unesa Department during the Covid-19 pandemic. Based on the results and discussion, it can be concluded that the implementation of PLP 1 during the Covid-19 pandemic in April-May for students of the PGSD FIP UNESA Department went well. This can be seen in the four aspects and sub-indicators used to determine the implementation of PLP activities, most of them get good to very good responses. Although there are several aspects that must be improved in the implementation of PLP in the future, because there are still several obstacles that arise in the implementation, especially in the field or partner schools. According to the results and discussion in this study, it is necessary to suggest some activities that can be used as improvements in the implementation of PLP activities in the future. These suggestions include: (1) it is necessary to develop video tutorials related to preparation, provision, implementation and reporting; (2) it is necessary to develop an online instrument that can be filled objectively by DPL, GP, and participants related to the implementation of the PLP; and (3) it is necessary to have an activity journal that will be made by participants as a form of weekly progress carried out by participants during the PLP activities. Keywords: Descriptive Study, PLP, Covid-19ABSTRAK PLP adalah suatu tahapan dalam proses penyiapan guru profesional pada jenjang Program Sarjana Pendidikan, berupa penugasan kepada mahasiswa untuk mengimplementasikan hasil belajar melalui pengamatan proses pembelajaran di sekolah/lembaga pendidikan, latihan mengembangkan perangkat pembelajaran, dan belajar mengajar terbimbing, serta disertai tindakan reflektif di bawah bimbingan dan pengawasan dosen pembimbing dan guru pamong secara berjenjang. Pada jenjang pendidikan sarjana PLP dibagi menjadi 2 yakni PLP1 dan PLP 2. Inti dari kegiatan PLP I adalah aktivitas observasi, analisis dan penghayatan langsung terhadap kegiatan terkait dengan kultur sekolah, manajemen sekolah, dan dinamika sekolah sebagai lembaga pengembang pendidikan dan pembelajaran yang biasanya dilaksanakan pada semester tiga atau empat. Kegiatan PLP 1 biasanya langsung ke lapangan, dikarenakan pada situasi sekarang adanya pandemic covid-19 maka pelaksanaan PLP 1 dilaksanakan secara daring. Tujuan penelitian yang dilakukan ini adalah untuk mengidentifikasi dan mendapatkan berbagai informasi terkait pelaksanaan kegiatan PLP selama masa pandemic covid-19 pada mahasiswa di Jurusan PGSD FIP Unesa. Jenis penelitian yang digunakan adalah penelitian deskriptif. Adapun populasi dalam penelitian ini yaitu seluruh mahasiswa Jurusan PGSD FIP Unesa dan sampel yang digunakan angkatan 2018, hal ini dikarenakan pada angkatan tersebut memprogram dan mengikuti kegiatan PLP 1 secara daring. Selain itu, peneliti juga sebagai pengampu salah satu kelas yang memprogram PLP 1 sehingga memudahkan pengambilan data. Metode pengumpulan data yang digunakan yakni angket. Instrumen penelitian yang dikembangkan terkait dengan pelaksanaan PLP 1 secara daring di sekolah mitra, memiliki beberapa indikator diantaranya; (1) persiapan, (2) pembekalan, (3) pelaksanaan, dan (4) evaluasi/laporan. Data yang diperoleh akan dianalisis secara deskriptif kualitatif yang menggambarkan akan pelaksanaan PLP 1 pada mahasiswa di Jurusan PGSD FIP Unesa selama masa pandemic covid-19. Berdasarkan hasil dan pembahasan dapat disimpulkan pelaksanaan PLP 1 selama pandemic covid-19 bulan April-Mei pada mahasiswa Jurusan PGSD FIP UNESA berjalan dengan lancar. Hal ini dapat dilihat pada keempat aspek dan subindikator yang digunakan untuk mengetahui pelaksanaan kegiatan PLP sebagian besar mendapatkan respon yang baik sampai sangat baik. Walaupun ada beberapa aspek yang harus diperbaiki dalam pelaksanaan PLP ke depan, dikarenakan masih ada beberapa hambatan yang muncul dalam pelaksanaan terutama di lapangan atau sekolah mitra. Sesuai hasil dan pembahasan dalam penelitian ini, maka perlu disarankan beberapa kegiatan yang akan dapat digunakan sebagai perbaikan dalam pelaksanaan kegiatan PLP ke depannya. Saran tersebut diantaranya: (1) perlu dikembangkan video tutorial terkait persiapan, pembekalan, pelaksanaan, dan pembuatan laporan; (2) perlu dikembangkan suatu instrumen online yang dapat diisi oleh DPL, GP, dan peserta secara objektif terkait pelaksanaan PLP; dan (3) perlu adanya jurnal kegiatan yang akan dibuat oleh peserta sebagai bentuk progres setiap minggu yang dilakukan oleh peserta selama kegiatan PLP.Kata Kunci: Studi Deskriptif, PLP, Covid-19
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Toledano-O’Farrill, Ruben. "Professional application projects: work-based learning in the curriculum." Higher Education, Skills and Work-Based Learning 7, no. 1 (February 13, 2017): 21–34. http://dx.doi.org/10.1108/heswbl-07-2016-0047.

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Purpose The purpose of this paper is to discuss the experience in a Mexican private higher education institution of implementing credit-bearing student placements and projects (interventions) in organizations, as a mandatory part of the curriculum for all undergraduates. The university-wide program, called professional application projects (PAPs) has been running for ten years and has two main aims: to develop work-based professional skills in students and to deliver services to organizations and communities of diverse types. All undergraduate students get involved in PAP when they have completed 70 percent of the required program credits. This amounts to approximately 2,000 students per year. The paper reports the results of an investigation into the learning outcomes of PAPs in the Business School, which comprises six undergraduate programs, a center for liaisons with businesses, and a center for management of technology and innovation. Design/methodology/approach Qualitative analysis of students’ final reports of their PAP experience, from the period 2015-2016 was done. Findings The report analyses and clusters the main categories of learning outcomes reported by students. The analysis shows that the PAP experience has been mostly successful in terms of student learning. Originality/value There has been scarce reporting of the results of PAP at the reported institution, or of other similar experiences of work-based learning in Mexico on this scale.
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Malik, Melinda. "Assessment of a Professional Development Program on Adult Learning Theory." portal: Libraries and the Academy 16, no. 1 (2016): 47–70. http://dx.doi.org/10.1353/pla.2016.0007.

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Novianty, Merry. "LEARNING TRAJECTORIES BASED INQUIRY UNTUK MEMBANGUN MATHEMATICAL KNOWLEDGE FOR TEACHING GURU ANAK USIA DINI." PRISMA 7, no. 2 (December 30, 2018): 123. http://dx.doi.org/10.35194/jp.v7i2.234.

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Guru mempunyai peran penting dalam meningkatkan kemampuan matematika anak. Oleh karena itu, Mathematical Knowledge for Teaching (MKT) harus dibangun dan ditingkatkan agar dapat melakukan kegiatan pengembangan dengan baik. Untuk meningkatkan kualitasnya, para guru diharapkan terlibat dalam pengembangan profesional atau Professional Development Program (PDP). PDP merupakan sarana untuk menigkatkan dan mempertahankan pengetahuan dan keterampilan yang berkaitan dengan kehidupan profesional guru. Dalam pengembangan program tersebut, diperlukan sebuah model pembelajaran sebagai pedoman pelaksanaannya. Model tersebut diharapkan dapat memancing logika dan pengetahuan guru dalam mengajar matematika. Learning Trajectories Based Inquiry (LTBI) merupakan lintasan belajar dengan menekankan kepada proses mencari dan menemukan. Dalam hal ini, pengetahuan dibangun melalui proses pencarian, serta proses berpikir kritis dan analitis untuk merumuskan kesimpulan. Makalah ini akan membahas apa yang dimaksud dengan Learning Trajectories Based Inquiry (LTBI), bagaimana merancang model LTBI dalam pelaksanaan Professional Development Program (PDP). Serta bagaimana pelaksanaan PDP dengan model LTBI dapat membangun MKT. Keywords: Learning Trajectories Based Inquiry, Mathematical Knowledge for Teaching, Professional Development Program
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Paison, Adul, Chowalit Chucampang, and Aperadee Jansang. "Teachers’ Learning and Innovation Skills Development: Challenge and Changing based on Professional Learning Community." Asian Social Science 11, no. 27 (November 22, 2015): 115. http://dx.doi.org/10.5539/ass.v11n27p115.

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<p>This study was aims to investigate the effects of teacher development program based on Professional Learning Community (PLC) on teachers’ learning and innovation skills. The sample group for implementing the program was 10 Thai language teachers in grade 3. The instruments consisted of the observation form, and the performance assessment form. Mean and standard deviation were used to describe the data. The results of this study found that the sample group was conduct the learning and innovation skills at highest level and the innovation of sample groups were the innovation to promote learning and innovation skills at highest level, mean 4.90 and standard deviation 0.02.</p>
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Simmonds, Anne H., and Andrew P. Dicks. "Mentoring and professional identity formation for teaching stream faculty." International Journal of Mentoring and Coaching in Education 7, no. 4 (December 3, 2018): 282–95. http://dx.doi.org/10.1108/ijmce-02-2018-0012.

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Purpose Peer-to-peer (P2P) mentorship has been identified as an important component of professional identity formation in higher education (HE). This may be especially true for education-focused or teaching stream (TS) faculty to thrive in times of changing organizational structures and work environments. The purpose of this paper is to present a critical reflection on the experiences in a faculty P2P mentoring for teaching program and considers the ways in which such programs can influence professional identity formation among TS academics. Design/methodology/approach In this paper, a matched faculty mentorship pair from Nursing and Chemistry disciplines uses critical reflection as a process of inquiry to interpret their experiences of building and sustaining an effective mentoring relationship as part of the P2P program, and to consider implications for professional identity formation and the Scholarship of Teaching and Learning. Findings Through the P2P program, the authors discovered that establishment of clear goals, a commitment to teaching and mentoring processes, and a mutual desire to build a relationship based on authenticity and reciprocity resulted in positive short- and long-term impacts on instructional practices. Professional identity was strengthened through intentional engagement and the opportunity to connect with like-minded peers, contributing to a renewed sense of confidence and commitment. Originality/value Interest in examining professional identity formation in HE has been growing over the past decade. This paper is novel in the critical reflection on a structured peer mentorship initiative through the lens of professional identity formation, with implications for planning and executing mentoring programs for TS faculty.
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Catalano, Horațiu, Ion Albulescu, and Cristian Stan. "The Impact of Training Programs on Professional Learning and Development (PLD). A study for Romania." Educatia 21, no. 18 (May 21, 2020): 28–43. http://dx.doi.org/10.24193/ed21.2020.18.03.

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Training programs focused on professional learning and development are meant to provide teachers with opportunities to develop their professional competencies for teaching in specific domains. These programs represent an important branch of the educational system in Romania. In the study that we have initiated we have tested and validated the hypothesis that identifying professional training needs and offering specific courses in order to develop the professional competencies represents a key condition for teachers’ effectiveness in terms of their professional learning and development. The methods and instruments for educational research that we used in the present study are both qualitative and quantitative, based on questionnaires, individual interviews and focus group interviews. The reason why we opted for the mixed methods is because quantitative research throughout questionnaires does not always allow participants to explain their choices or the meaning of the questions. The quantitative survey was carried out on a non-probabilistic sample (770 teachers) and the focus groups were conducted with groups of 10 randomly selected respondents from the training program. All the teachers participating in our study are from pre-university education and have participated in continuing education programs accredited by the Department of Educational Sciences of the Faculty of Psychology and Educational Sciences.
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Dissertations / Theses on the topic "Professional Learning Program (PLP)"

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Bridges, Vicki Mashelle. "Mathematics Teacher Perceptions of Lesson Design, Data Reflection, and Achievement in Professional Learning Communities." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6529.

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In a north Texas school district, district administrators were concerned that mathematics scores at the target middle school have fallen below the state average since 2010. Despite professional development (PD) provided by the district, administrators believed that teachers were not using professional learning community (PLC) data reflection practices to improve mathematics performance. The purpose of this qualitative case study was to explore middle school teachers' as well as the administrative dean's perceptions of the levels of depth regarding teacher dialogue and collaboration related to mathematics instruction, classroom delivery strategies, data analysis of student performance, and lesson design within PLCs. The conceptual framework for this study centered on the characteristics of Senge's learning organization theory, Hord's PLC characteristics, and DuFour's model of collaboration for improving student achievement within PLCs. Six participants from the target school included 5 Grade 7 mathematics teachers and 1 administrative dean. Data were triangulated from interviews, observations, and archival documents and analyzed using comparative and inductive analyses. Themes supporting the findings indicated the teacher need for additional PD in the areas studied. Recommendations in the position paper include the evaluation of PLCs. The resulting project may deepen understanding of PLC needs related to data discussion, lesson planning, and may contribute to PLC or PD policy-related changes in the district. Enactment of the recommendations will improve PLC implementation strengthening teachers' collaboration and instructional skills resulting in positive social change and increased student mathematics performance.
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McLelland-Crawley, Rebecca. "Program evaluation of a high school science professional learning community." Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3615014.

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Teachers may benefit more from a professional learning community (PLC) than from professional development initiatives presented in single day workshops. The purpose of this program evaluation study was to identify characteristics of an effective PLC and to determine how the members of the PLC have benefitted from the program. Fullan's educational change theory provided the framework for the study, which refers to learning experiences of teachers when collaborating with peers. The sample consisted of 9 biology teachers during the 2012-2013 school year. Data were collected through online surveys and face-to-face interviews regarding effective PLCs. The online survey questions were asked to identify the characteristics of PLCs. Interviews were conducted to examine how biology teachers benefited from PLCs. Survey data were analyzed for descriptive statistics. Interview transcripts were analyzed using thematic analysis for emergent themes. According to study findings, PLCs are used for shared teaching vision and practices. Sustained use of PLCs in schools could help create supportive professional learning environments for teachers to improve their teaching practices through purposeful collaboration.

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McLelland-Crawley, Rebecca. "Program evaluation of a high school science professional learning community." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1121.

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Teachers may benefit more from a professional learning community (PLC) than from professional development initiatives presented in single day workshops. The purpose of this program evaluation study was to identify characteristics of an effective PLC and to determine how the members of the PLC have benefitted from the program. Fullan's educational change theory provided the framework for the study, which refers to learning experiences of teachers when collaborating with peers. The sample consisted of 9 biology teachers during the 2012-2013 school year. Data were collected through online surveys and face-to-face interviews regarding effective PLCs. The online survey questions were asked to identify the characteristics of PLCs. Interviews were conducted to examine how biology teachers benefited from PLCs. Survey data were analyzed for descriptive statistics. Interview transcripts were analyzed using thematic analysis for emergent themes. According to study findings, PLCs are used for shared teaching vision and practices. Sustained use of PLCs in schools could help create supportive professional learning environments for teachers to improve their teaching practices through purposeful collaboration.
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Abdullah, Umar. "Learning through Teacher Professional Training: English Teacher Certification Program in Indonesia." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1427720572.

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Donoghue, Eileen Frances. "The origins of a professional mathematics education program at Teachers College /." Access Digital Full Text version, 1987. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10779140.

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Farrow, Soyna Hester, and Donna Marie Monroe. "Social work students: The learning of professional values in a graduate program." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1843.

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Zhen, Shuyi. "Learning in a pre-service teacher residency program." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2015. https://ro.ecu.edu.au/theses/1749.

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Teacher educators worldwide are seeking ways to develop stronger links with schools, to improve the quality of initial teacher preparation. In this study the researcher investigated a residency approach to initial teacher education (ITE) in a one-year Graduate Diploma of Education course designed to prepare primary school teachers at a university in Western Australia. A mixed methods inquiry approach was employed to examine the nature and quality of the professional learning experiences of the pre-service teacher participants. The Teacher Residency Program (TRP) was based on a medical residency model, with residents given a semester-length placement in two schools. Each placement provided a continuous two-day per week placement and concluded with a five-week fulltime block teaching experience. University course work complemented the in-school practical experience during each of the placement periods. The researcher used concurrent nested research design with quantitative data embedded in the qualitative data to explore the professional learning of the residents; Specifically, the researcher sought evidence of perspective transformation in the residents’ learning process, and a determination of how particular elements of the TRP supported or hindered residents’ professional development. The findings indicate that the residents perceived their professional learning as one of continuous growth. The data confirm that the TRP provided a professionally oriented study of teaching that provided time and opportunity for cumulative learning from both course work and practical teaching. Through the lens of a transformative learning paradigm, the study found that individual development in the TRP varies considerably. Further the residents experienced perspective transformation relating to a range of aspects about learning to teach. The process of transforming perspectives about teaching and learning was multidimensional, individualistic and contextually dependent. Elements of the TRP that assisted residents’ professional development were the concurrent university course work integrated with extended clinical school placement; the opportunities for continuous two-day per week school placement; the block practicum and the two different school placement learning experiences. Aspects that appeared to hinder residents’ professional development were related to the quantity and quality of the university course work offered; the discrepancies that the residents experienced between what they studied about teaching and what they experienced in schools; differences between mentor teachers, and the length of the course. The findings of this study have implications relevant to other ITE programs for improving the learning outcomes of pre-service teachers.
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Baroway, Cynthia A. "Adult learning, continuing professional education, and constructivism applied to an insurance education program." [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/CBaroway2007.pdf.

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Kiehl, Melissa Lynn. "An examination of science teachers' learning in a laboratory-based professional development program." College Park, Md.: University of Maryland, 2008. http://hdl.handle.net/1903/8109.

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Thesis (Ed. D.) -- University of Maryland, College Park, 2008.
Thesis research directed by: Dept. of Curriculum and Instruction. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Ameyaw, Cherie Laverne. "Formative Program Evaluation of a Professional Learning Community in an Urban Elementary School." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1638.

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In a professional learning community (PLC), school personnel participate in focused collaboration to improve adult learning and facilitate student achievement. Implementation of a PLC is often haphazard and not evaluated for effectiveness, resulting in poor implementation. This study, a PLC-specific qualitative formative program evaluation, addressed a lack of documented PLC effectiveness at a local urban elementary school in the southern United States. The purpose of this project was to determine how teachers described the functioning of their PLC. The conceptual framework for the study was Hord and Tobia's 6 characteristics of a PLC. The research questions focused on how teachers described their PLC in terms of: supportive and shared leadership; shared beliefs, values, and vision; intentional collective learning; shared practice; physical or structural conditions; and collegial or relational conditions. The qualitative design consisted of semi-structured interviews with 10 teachers. The findings from the typological data analysis revealed that the research school was not functioning as a true PLC, with lack of collegial-relational conditions being a primary concern. Based on the findings, recommendations were made for school personnel to participate in team building exercises, adopt an educational change model to strengthen their PLC, participate in PLC training, and develop a continuous evaluation cycle for their PLC. The recommendations will help the research school more effectively build trust as they improve their PLC. Implications for positive social change include an improved school culture and delivery system of education, which fosters an educational environment more conducive for improved learning for teachers and students.
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Books on the topic "Professional Learning Program (PLP)"

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Learning Flash CS4 professional. Sebastopol, CA: O'Reilly, 2009.

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Brunsdon, Terri E. Learning Office accounting professional 2008. Upper Saddle River, NJ: Prentice Hall, 2009.

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Johnson, Marc. How to coach leadership in a PLC. Bloomington, IN: Solution Tree Press, 2015.

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Team, AGI Creative, ed. Dynamic learning: Flash CS3 professional. Beijing ; Sebastopol, CA: O'Reilly, 2007.

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Gerantabee, Fred. Dynamic learning: Flash CS3 professional. Beijing ; Sebastopol, CA: O'Reilly, 2007.

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Antonoff, Stanley J. Students with learning disabilities at graduate and professional school: A program and strategies for success. Baltimore, Md: International Dyslexia Association, 2003.

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Gross, Ronald. Peak learning: How to create your lifelong education program for personal enlightenment and professional success. New York: Jeremy P. Tarcher/Putnam, 1999.

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Gross, Ronald. Peak learning: How to create your own lifelong education program for personal enlightenment and professional success. New York: J.P. Tarcher/Putnam, 1999.

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Marquis, Annette. The learning guide to Microsoft Office professional for Windows 95. San Francisco: SYBEX, 1996.

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Hassel, Emily. Professional development: Learning from the best : a toolkit for schools and districts based on the National Awards Program for Model Professional Development. Oak Brook, Ill: North Central Regional Educational Laboratory, 1999.

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Book chapters on the topic "Professional Learning Program (PLP)"

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Neumeister, Kristie Speirs, and Virginia Hays Burney. "Professional Learning." In GIFTED Program Evaluation, 107–14. 2nd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003235354-12.

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Williams, Judy, Ange Fitzgerald, and Graham Parr. "Monash University International Professional Experience Program." In Narratives of Learning Through International Professional Experience, 1–14. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4867-8_1.

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Wright, Kathy. "Professional Learning on an Initial Teacher Education Program." In Realising Exemplary Practice-Based Education, 265–74. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-188-7_29.

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Subban, Pearl, and Allie Clemans. "Outside in: Learning from an International Professional Experience Program." In Narratives of Learning Through International Professional Experience, 111–23. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4867-8_8.

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Hollweck, Trista, Amy Curry, Kate Smith, Mike Dubeau, and Terry Kharyati. "Prizes and Imperfections: Examining Teacher Evaluation Within an Induction Program in Western Québec." In Differentiated Teacher Evaluation and Professional Learning, 59–81. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-16454-6_4.

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Pennell, Colleen. "Implementing a New Literacy Program: Professional Learning and Coaching." In Evaluating the K–12 Literacy Curriculum, 133–36. New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429261107-12.

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Zhang, Wen-Xin, and Ying-Shao Hsu. "Teachers’ SSI Professional Development in a Reflection-Based In-service Program." In Learning Sciences for Higher Education, 119–34. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-1840-7_8.

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Wilson, Kim, Nerida Wayland, and Amy Murphy. "Theorising the Thirdspace Collaborative Practice Co-Constructed Professional-Learning Program." In Work-Integrated Learning Case Studies in Teacher Education, 135–45. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-6532-6_11.

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Marrington, Jessica Z., Annissa O’Shea, and Lorelle J. Burton. "The Work-Integrated Learning Program: Developing Employability Skills in Psychology Undergraduates." In Ensuring Quality in Professional Education Volume I, 241–58. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-01096-6_11.

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Fessl, Angela, Gudrun Wesiak, and Viktoria Pammer-Schindler. "A Reflective Quiz in a Professional Qualification Program for Stroke Nurses: A Field Trial." In Adaptive and Adaptable Learning, 583–86. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-45153-4_68.

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Conference papers on the topic "Professional Learning Program (PLP)"

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Badger, James, and Juman Al Bukhari. "DELIVERING INNOVATIVE, ONLINE TEFL COURSES TO FOSTER PROFESSIONAL DEVELOPMENT AND POSITIVELY IMPACT ENGLISH EARNERS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end039.

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"This paper reports on findings from a U.S. federally-funded research project involving American universities that created online courses to develop Jordanian K-12 English teachers’ instructional strategies and communication skills who are employed in disadvantaged or vulnerable rural and urban schools. The four innovative, online courses address Jordanian English teachers’ desire to motivate learners (Al-efeshat & Baniabdelrahman, 2020), develop students’ critical reading skills (Bataineh & Al-Shbatat, 2018), reduce students’ reading anxiety (Al-Shboul et at., 2013), and foster metacognitive reading strategies (Alsarayreh, 2020) among other challenges. Studies have found that increasing mobile technologies to students and teachers and integrating basic technology in public and refugee schools would profoundly impact the scope of learning and instruction (UNESCO, 2018; UNHRC, 2018). Further, research on teacher quality shows that weaknesses in teachers’ pedagogical content knowledge (PCK) and classroom practice undermine effective student learning and achievement (Phetla & Newman, 2020; Pontefract and Hardman 2005). Continuing professional development and PCK positively impact schools and embodies the ability to evaluate students thinking, plan appropriate learning opportunities, and modify, combine, and use instructional materials to develop conceptual understanding (Darling-Hammond et al., 1999). Teachers’ professional development through teachers’ collaboration has been reported to be effective for the improvement of schools’ performance and students’ learning outcomes in all curriculum subjects. Research repeatedly demonstrates that continuing professional development makes a difference to teachers’ pedagogic knowledge and skill which is reflected in enhanced student learning outcomes (AL-Wreikat & Bin Abdullah, 2010; Mahmoud, 2015). This project seeks to narrow these gaps and positively impact learning outcomes and student competencies through the innovative online and in-person PDP with Jordanian teachers of English. Using gathered qualitative and quantitative data, we identify the program’s impact on TEFL teachers’ integrated service learning projects and culturally relevant pedagogies to positively affected students’ learning, advanced teachers’ knowledge of research-based instructional strategies, and addressed other challenges identified by the teachers. We will also share the process for selecting teachers to participate in the program and collaborations we developed with international stakeholders."
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Blicq, Ron S. "Developing a dramatized interactive learning program." In 2012 IEEE International Professional Communication Conference (IPCC 2012). IEEE, 2012. http://dx.doi.org/10.1109/ipcc.2012.6408625.

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Arfandi, Anas. "Online Learning Model in Teacher Professional Education Program." In 1st World Conference on Social and Humanities Research (W-SHARE 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220402.066.

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Van Den Bergh, Karolien, Karolien Devaere, and Ellen Martens. "E-PORTFOLIOS IN DEVELOPING A PROFESSIONAL IDENTITY IN HIGHER EDUCATION: PROFESSIONAL BACHELOR PROGRAM IN LABORATORY TECHNOLOGY." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1467.

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Navarro, Silvia Margarita Baldiris, Panagiotis Zervas, Ramon Fabregat, and Demetrios G. Sampson. "A Teacher Professional Development Program for Designing Inclusive Learning Experiences." In 2015 IEEE 15th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2015. http://dx.doi.org/10.1109/icalt.2015.51.

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Gonzalez, D., E. Griful, M. Mudarra, and P. Serrano. "Extracurricular learning program for professional skills development in engineering schools." In 2012 EPE-ECCE Europe Congress. IEEE, 2012. http://dx.doi.org/10.1109/epepemc.2012.6397357.

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Levy, Smadar, Esther Bagno, Hana Berger, and Bat-Sheva Eylon. "Physics Teacher-Leaders' Learning in a National Program of Regional Professional Learning Communities." In 2018 Physics Education Research Conference. American Association of Physics Teachers, 2019. http://dx.doi.org/10.1119/perc.2018.pr.levy.

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Ismail, Noor Ilyana, Muhammad Aslam Yusof, Angga Pratama Herman, and Mohd Izmafaimal Abdul Manaf. "BRIDGING ACADEMIC KNOWLEDGE AND PROFESSIONAL PRACTICE THROUGH A STRUCTURED INTERNSHIP PROGRAM." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0677.

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Rodionova, Irina, Olga Titova, Nickolay Kalinin, Ekaterina Konisterova, and Irina Golovina. "PROFESSIONAL DEVELOPMENT OF A NOVICE TEACHER IN DISTANT EDUCATIONAL ENVIRONMENT VIA A PERSONALLY-ORIENTED FURTHER PROFESSIONAL TRAINING PROGRAM." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.0706.

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Herawati, Agnes. "The application of project-based learning in teachers' professional development program." In ICIET '18: 2018 6th International Conference on Information and Education Technology. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3178158.3178182.

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Reports on the topic "Professional Learning Program (PLP)"

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Davis, Cathlyn. Summative Evaluation: UFERN Framework Professional Learning Community. Oregon State University, March 2022. http://dx.doi.org/10.5399/osu/1153.

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The UFERN Framework Professional Learning Community project was funded as a supplement to the existing NSF-funded Undergraduate Field Experiences Research Network (UFERN), which sought to build a vibrant, supportive, and sustainable collaborative network that fostered effective undergraduate field experiences. The goals of the UFERN Framework Professional Learning Community (PLC) supplement were: • To support a small group of field educators in intentional design, implementation and assessment of student-centered undergraduate field experiences in a range of field learning contexts; • To develop effective strategies for supporting undergraduate field educators in using the UFERN Framework as an aid for designing, implementing, and assessing student-centered undergraduate field experience programs; • To assemble vignettes featuring applications of the UFERN Framework in a range of program contexts; and • To expand the community of field educators interested in designing, implementing, and assessing student-centered undergraduate field learning experiences. Sixteen educators participated in the PLC, which targeted participants who taught and facilitated a range of undergraduate field experiences (UFEs) that varied in terms of setting, timing, focus and student population. Due to the COVID pandemic, the originally-planned three-month intensive training took place over nine months (January to October 2021). It consisted of seven video conference sessions (via Zoom) with presentations and homework assignments. It included independent work, as well as guided group discussions with project leaders and other participants, which were supported by online collaborative tools.
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Sergienko, I. V., E. B. Sergienko, R. F. Gabbasov, M. A. Kryimova, and R. R. Tangatarov. Electronic course of the additional professional program of professional retraining «Methodologist of e-learning». OFERNIO, November 2021. http://dx.doi.org/10.12731/ofernio.2021.24905.

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Mahat, Marian, and Vivienne Awad. The 2022 Sophia Program. University of Melbourne, February 2023. http://dx.doi.org/10.46580/124373.

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The Sophia Program is a one year professional learning program established by Sydney Catholic Schools in collaboration with the University of Melbourne. The professional learning program is unique, in that it not only involves the acquisition of knowledge and theory of school learning environments but also action-oriented evidence-based research within a professional learning community where groups of educators work collaboratively at the school- and system-level to improve student outcomes. Thirty five participants from six Sydney Catholic Schools participated in the 2022 program. This report provides a summary of aggregated findings around teacher efficacy, teacher mind frames, student learning and student engagement, perceptions of students on the prototype learning environments and furniture, as well as overall evaluation of the program by participants in the inaugural cohort. Lessons learnt from the Sophia Program have found seven important characteristics of effective professional learning. In summary, effective professional learning is one that is: ● contextualised, i.e. aligned with school goals, priorities and values, and addresses the learning needs of staff and students. ● includes the engagement of a strong leader with a committed group of educators. ● is longer in duration, reinforced over a longer period of time. ● includes establishing a prototype that enables educators and students to test and evaluate both design and pedagogy. ● includes multiple forms of active learning. ● includes forms of action research that enable evidence-based improvements. ● can be delivered virtually and face-to-face. In essence, the world-first Sophia program illustrates what a high-quality professional learning could look like—one that is ongoing, connected to both content knowledge and teacher practice, incorporates active learning and research-based practices, and encourages networking, collaboration, mentoring and time for practice, feedback, and reflection. The report concludes with directions for future practice that provides important school- and system-level implications.
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Hunter, Nancee. Assessing Sense of Place and Geo-literacy Indicators as Learning Outcomes of an International Teacher Professional Development Program. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2697.

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Schoen, Robert C., Wendy S. Bray, Amanda M. Tazaz, and Charity K. Buntin. A Description of the Cognitively Guided Instruction Professional Development Program in Florida: 2013–2020. Florida State University Libraries, February 2022. http://dx.doi.org/10.33009/fsu.1643828800.

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Cognitively Guided Instruction (CGI) is a teacher PD program that has been found to have a potentially positive impact on student learning in mathematics through randomized controlled trials. Through a series of grant-funded projects led by FSU, approximately 2,000 Florida teachers have participated in CGI-based professional development in the past 8 years. This paper describes the core features of the CGI-based PD programs that were implemented in Florida during that time period. We provide this information to help researchers and practitioners to understand the context in which the associated research studies occurred and interpret the available and forthcoming findings related to the impacts of the interventions.
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Álvarez Marinelli, Horacio, Samuel Berlinski, Matías Busso, and Julián Martínez Correa. Improving Early Literacy through Teacher Professional Development: Experimental Evidence from Colombia. Inter-American Development Bank, October 2022. http://dx.doi.org/10.18235/0004514.

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Teachers are the most fundamental input of students' learning. For this reason, developing teaching skills is a policy priority for most governments around the world. We experimentally evaluate the effectiveness of "Let's All Learn to Read," a one-year professional development program that trained and coached teachers throughout the school year and provided them and their students with structured materials. Following a year of instruction by the trained teachers, students' literacy scores in treated schools grew by 0.386 of a standard deviation compared to students in the control group. These gains persisted through the second and third grades. We also show that an early intervention in rst grade is more cost-effective at improving literacy skills than implementing remediation strategies in third grade.
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Lavadenz, Magaly, Elvira Armas, and Rosalinda Barajas. Preventing Long-Term English Learners: Results from a Project-Based Differentiated ELD Intervention Program. CEEL, 2012. http://dx.doi.org/10.15365/ceel.article.2012.1.

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<p>In this article the authors describe efforts taken by a small southern California school district to develop and implement an innovative, research-based English Language Development program to address a growing concern over long-term English Learners (LTELs) in their district. With support from the Weingart Foundation this afterschool program served 3<sup>rd</sup> and 7<sup>th</sup> grade LTELs between 2008–2011 to accelerate language and literacy acquisition and prevent prolonged EL status. Program evaluation results indicated that the intervention was associated with improved English language proficiency as measured by the California English Language Development Test. Results also showed a heightened awareness of effective practices for LTELs among the district’s teachers and high levels of satisfaction among the participants’ parents. This intervention program has implications for classroom-based intervention including project-based learning for LTELs, for targeted professional development, and for further research for the prevention of LTEL status.</p>
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McGee, Steven, Randi McGee-Tekula, and Jennifer Duck. Does a Focus on Modeling and Explanation of Molecular Interactions Impact Student Learning and Identity? The Learning Partnership, April 2017. http://dx.doi.org/10.51420/conf.2017.1.

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The Interactions curriculum and professional development program is designed to support high school teachers in their transition to the physical science Next Generation Science Standards. Through curriculum materials, an online portal for delivering the digital materials, interactive models of molecular phenomena, and educative teacher guide, teachers are able to support students in bridging the gap between macroscopic and sub-microscopic ideas in physical science by focusing on a modeling and explanation-oriented exploration of attractions and energy changes at the atomic level. During the fall semester of the 2015-16 school year, The Learning Partnership conducted a field test of Interactions with eleven teachers who implemented the curriculum across a diverse set of school districts. As part of the field test, The Learning Partnership examined the impact of teachers’ inquiry-based teaching practices on student learning and identification with the scientific enterprise. The results indicate that students had statistically significant growth in learning from the beginning to end of unit 2 and that the extent to which teachers engaged students in inquiry had a positive statistically significant influence on the growth rate and a statistically significant indirect impact on students’ identification with the scientific enterprise.
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Modlo, Yevhenii O., Serhiy O. Semerikov, Stanislav L. Bondarevskyi, Stanislav T. Tolmachev, Oksana M. Markova, and Pavlo P. Nechypurenko. Methods of using mobile Internet devices in the formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3677.

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An analysis of the experience of professional training bachelors of electromechanics in Ukraine and abroad made it possible to determine that one of the leading trends in its modernization is the synergistic integration of various engineering branches (mechanical, electrical, electronic engineering and automation) in mechatronics for the purpose of design, manufacture, operation and maintenance electromechanical equipment. Teaching mechatronics provides for the meaningful integration of various disciplines of professional and practical training bachelors of electromechanics based on the concept of modeling and technological integration of various organizational forms and teaching methods based on the concept of mobility. Within this approach, the leading learning tools of bachelors of electromechanics are mobile Internet devices (MID) – a multimedia mobile devices that provide wireless access to information and communication Internet services for collecting, organizing, storing, processing, transmitting, presenting all kinds of messages and data. The authors reveals the main possibilities of using MID in learning to ensure equal access to education, personalized learning, instant feedback and evaluating learning outcomes, mobile learning, productive use of time spent in classrooms, creating mobile learning communities, support situated learning, development of continuous seamless learning, ensuring the gap between formal and informal learning, minimize educational disruption in conflict and disaster areas, assist learners with disabilities, improve the quality of the communication and the management of institution, and maximize the cost-efficiency. Bachelor of electromechanics competency in modeling of technical objects is a personal and vocational ability, which includes a system of knowledge, skills, experience in learning and research activities on modeling mechatronic systems and a positive value attitude towards it; bachelor of electromechanics should be ready and able to use methods and software/hardware modeling tools for processes analyzes, systems synthesis, evaluating their reliability and effectiveness for solving practical problems in professional field. The competency structure of the bachelor of electromechanics in the modeling of technical objects is reflected in three groups of competencies: general scientific, general professional and specialized professional. The implementation of the technique of using MID in learning bachelors of electromechanics in modeling of technical objects is the appropriate methodic of using, the component of which is partial methods for using MID in the formation of the general scientific component of the bachelor of electromechanics competency in modeling of technical objects, are disclosed by example academic disciplines “Higher mathematics”, “Computers and programming”, “Engineering mechanics”, “Electrical machines”. The leading tools of formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects are augmented reality mobile tools (to visualize the objects’ structure and modeling results), mobile computer mathematical systems (universal tools used at all stages of modeling learning), cloud based spreadsheets (as modeling tools) and text editors (to make the program description of model), mobile computer-aided design systems (to create and view the physical properties of models of technical objects) and mobile communication tools (to organize a joint activity in modeling).
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Schoen, Robert C., Christopher Rhoads, Alexandra Lane Perez, Amanda M. Tazaz, and Walter G. Secada. Impact of Cognitively Guided Instruction on Elementary School Mathematics Achievement: Five Years After the Initial Opportunity. Florida State University Library, February 2022. http://dx.doi.org/10.33009/fsu.1653430141.

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We studied the impact of a long-term teacher professional development program on elementary school mathematics achievement five years after the initial randomization using an intent-to-treat approach and all available achievement data for kindergarten through fifth-grade students. The intervention consisted of a randomized offer for teachers in 22 schools to participate in a professional-development program based on Cognitively Guided Instruction. The intervention had a small positive effect (g = 0.03) on mathematics achievement in the primary grades and a larger effect (g = 0.16) in the intermediate grades. Grade level was the only statistically significant moderator, with larger effects in higher grade levels. These results provide new evidence of a long-term effect of Cognitively Guided Instruction on student learning in mathematics.
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