It’s always a good day when teachers come together to talk about education. It’s an even better day when those teachers get to drive the focus, the content, and the conversation. And it’s a great day when all of this is accompanied by a BBQ lunch!
When implementing Virtual Learning Communities (VLCs), it's easy to get distracted by countless technology tools. Kentucky educator Paul Barnwell share some reflections on why human connections must remain front and center to successfully launch VLCs.
What sticky questions are big enough that we need to really empathize with more than our own viewpoint? How can we work together to make that idea grow into possibilities that can lead to increased value in our schools, our classrooms, and our communities?
If you've ever asked, "How can I.....," check out the potential of design thinking. Ready. Set. Go. We can solve this...together.
Note: This spring CTQ bloggers are exploring the theme: How do VLC’s (Virtual Learning Communities) impact our profession? We invite you to join us here in our own VLC, the Collaboratory, with your thoughts and comments, and share ideas using the hashtag #CTQCollab.
The Collaboratory recently turned three, and as part of the celebration, we were invited to share three spaces that have inspired us in our teacher leadership journeys. Admittedly I didn't stick with three, but in writing about these spaces, I realized these spaces connected me with something even more important.
For too many teachers, deeper learning only happens on our own and outside of our schools. During the summers, on weekends, or after the final bell rings, we sign on to virtual learning communities of practice to engage with powerful networks of teachers thirsty for deeper learning. This is one of many reasons why the recently released report “Teacher Leadership and Deeper Learning” by Barnett Berry is so important.
Teacher leadership and deeper learning are two terms we hear often these days. Barnett Berry's paper "Teacher Leadership and Deeper Learning for All Students" brings these two concepts together to show the power of what happens for student learning when teachers are given the time and support to delve into their own professional learning at a deep level.