Wednesday, November 29, 2023

How a PLC can Optimize Learners’ Success by Sharing Effective Scientific Concepts and Psychological Tools

Five factors provide a specific framework believed to contribute to school success or failure (Purkey & Siegel, 2013). The five powerful factors–people, places, policies, programs, and processes (the Five P’s) become highly significant due to their separate and combined influence (Purkey & Siegel, 2013). Interdependently, the Five P’s provide limitless opportunities for evaluation and development of organizational climate. Grounded in Invitational Education theory, the Five P’s “address the total culture or ecosystem of almost any organization” (Purkey & Siegel, 2013, p. 104). Educators trained to develop their emotional intelligence as part of their professional leadership repertoire can proactively utilize both their cognitive and metacognitive skills (Brackett & Katulak, 2007).

Invitational Education (IE) theory contributes to school effectiveness by the way that its leaders demonstrate care for, and support of, the efforts of others (Halpin, 2003; Purkey & Siegel, 2013). The basic tenets of IE theory exhibited by an inviting leader include intentionality, care, optimism, respect, and trust (ICORT).  Implementation of IE theory promotes ICORT (Purkey & Novak, 2016; Anderson 2017) and thereby provides a means of summoning people to realize their relatively boundless potential in all worthwhile human endeavors (Burns & Martin, 2010). An effective professional learning community (PLC), therefore, can be the spearhead in a school’s desire to make better possible.

Creating a professional learning community (PLC) focused on reducing learning overload and achieving the "learning for all" mission involves collaboration, shared responsibility, and a commitment to applying scientific concepts and psychological tools. An educator is a member of that school’s PLC.  Therefore, as a developing servant leader and effective teacher, please access, review, and add the following strategies to your developing “pedagogical toolbox.”

Ensure the school has a Clear Mission and Vision.  Clearly define the mission and vision of the school regarding "learning for all." Emphasize the importance of creating an inclusive and supportive learning environment.

Help strengthen, or actually form, a Collaborative PLC.  Bring together teachers, administrators, psychologists, and other relevant staff to form a collaborative PLC. Foster a culture of openness, trust, and shared responsibility within the PLC.

Offer to provide or participate in Professional Development.  Provide ongoing professional development opportunities for educators to learn about scientific concepts and psychological tools related to reducing learning overload. Seek out experts or arrange workshops to enhance the understanding of cognitive science and psychology in education.

Utilize Data-Driven Decision Making.  Collect and analyze data related to student learning, engagement, and well-being. Use data to identify areas where learning overload may be occurring and tailor interventions accordingly.

As a valuable member of the school’s PLC, encourage implementation of Evidence-Based Practices.  Model the implementation of evidence-based teaching strategies that align with scientific principles of learning and memory. Share research findings and encourage colleagues to adapt their instructional methods based on the latest evidence.

Help to create Support Systems.  Establish support systems for both students and teachers. Provide resources for teachers to manage their own workload and stress, fostering a positive environment for both educators and students.

Inspire utilization of Student-Centered approaches.  Remember what you cherished as a student!  Inspire a shift towards student-centered learning approaches that allow for individualized instruction. Use psychological tools such as positive reinforcement, growth mindset interventions, and mindfulness practices to enhance student well-being.

Willingly, initiate collaboration with Experts.  Collaborate with psychologists, educational researchers, and other experts to gain insights into effective strategies for reducing learning overload.  Create partnerships with local universities or research institutions for ongoing support and collaboration.

Model Parent and Community Involvement.  Involve parents and the community in the mission to reduce learning overload. Educate parents on the importance of a balanced approach to education and seek their support in promoting student well-being.

Practice continuous Reflection and Self-Improvement.  Foster a culture of continuous reflection and improvement within the PLC.  Regularly assess the effectiveness of implemented strategies and adjust them based on feedback and outcomes.

Research (Comer, 1998; Reeves, 2008) reaffirmed the earlier findings by Edmonds (1979) and Lezotte (1991) that the basic beliefs of effective schools are important for school improvement.  Effective Schools Model promotes district-wide, systemic restructuring that provides continuous improvement, thereby ensuring every child has access to a quality education and an equal educational opportunity. The seven correlates, which embraces and enriches an effective PLC, have been shown to provide schools with a comprehensive framework for identifying, categorizing, and solving the problems confronting schools.   Again, you are intentionally invited to access, review, and add the strategies listed above to your developing “pedagogical toolbox” and become part of your school's improvement plan. 

 

To Cite:

Anderson, C.J. (November 30, 2023) How a PLC can optimize learners’ success by sharing effective scientific concepts and psychological tools. [Web log post]  Retrieved from http://www.ucan-cja.blogspot.com/

 

Additional References:

Anderson, C. J. (2021). Developing your students' emotional intelligence and philosophical  perspective begins with I-CORT. Journal of Invitational Theory and Practice, 27, 36-50.

Brackett, M. A., & Katulak, N. A. (2007). Emotional intelligence in the classroom: Skill-            based training for teachers and students. In J. Ciarrochi & J. D. Mayer (Eds.), Applying emotional intelligence: A practitioner's guide, 1-27.  Psychology Press.

Burns, G., & Martin, B. N. (2010). Examination of the Effectiveness of Male and Female Educational Leaders Who Made Use of the Invitational Leadership Style of Leadership. Journal of Invitational Theory & Practice, 1629-55. Retrieved from EBSCOhost

Comer, J. P. (1998). Educating poor minority children. Scientific American, 259(5) 42-48.

Edmonds, R. (1979). Effective Schools for the Urban Poor. Educational Leadership, 37, 15-24. Grand Canyon University (producer). (2011, October). EDA805 Module 1 Lecture

 Lezotte, L. W. (1991) Correlates of Effective Schools: The First and Second Generation. http://www.effectiveschools.com/images/stories/escorrelates.pdf

Purkey, W. W., & Novak, J. M. (2016). Fundamentals of invitational education. (2nd Ed)             International Alliance for Invitational Education. Retrieved from: BOOKS | IAIE (invitationaleducation.org)

 Purkey, W. W., Schmidt, J. J., & Novak, J. M. (2010). From conflict to conciliation: How             to defuse difficult situations. Thousand Oaks, CA: Corwin Press. ISBN: 9787452212104

 Purkey, W. W., & Siegel, B. L. (2013). Becoming an invitational leader: A new approach to professional and personal success. Atlanta, GA: Humanics. Retrieved from: http://invitationaleducation.net/featuredbooks.html

 


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