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Drivers for the Professional Learning Community (PLC) Evolution

Increase effectiveness & direct engagement of CoEd faculty during the Residency

NCLB and “highly qualified” definitions

Revisions to NCATE accreditation requirements

PTSB certification & endorsement adaptations to meet USDOE mandates

Mentor & preservice teacher feedback regarding UW faculty interactions and residential requirements (Methods & Residency)

WTEP Goals

Every program graduate will have the knowledge, skills, & dispositions to assure that ALL children in their future classrooms will learn

Use PLCs and WTEP curricula to maintain our focus on “Developing Competent and Democratic Professionals”

Program graduates will have transcripts and approved programs that offer the best opportunity for recognition as “Highly Qualified” regardless of state where employed

PLC Evolution Timeline

Spring 2002 through Spring 2003: University & WY district conversations & site visits to functioning professional development schools (PDSs) in CO, NE, and UT

Fall 2003: CoEd adopts philosophical basis for Professional Learning Communities (PLCs) and discussions begin with WY volunteer districts: Sheridan 2, Fremont 14 & 25, Laramie 1, Albany 1…resulting in 3-year agreements to develop PLCs

2003-04: Minimal implementation of the PLC concept; largely a planning & preparation year; major revisions to WTEP curriculum [Residency candidates in 29 WY districts in Spring 2004]

2004-05: WTEP changes implemented; CoEd faculty load assignments revised; UW support for pilot funding plan; initial concurrent majors developed (4); WSUP Task Force for Mentor Teachers [Residency candidates in 19 WY districts in Spring 2005]

2005-06: Full implementation of PLCs & new WTEP requirements for elem & sec Residency; pilot Mentor Teacher Workshops; 11 new concurrent majors developed; expiration of initial PLC agreements [Residency candidates in 17 WY districts in Spring 2006]

2006-07: New 4-year agreements implemented that extend the number of participating districts to 7 and includes UWCC in partnership [Residency candidates in 14 WY districts in Spring 2007]

Fall 2007: change of title for PLCs to Partner School Districts given conflict with use of the PLC term related to professional development efforts by the WDE

Supporting Research

PLC type partnerships enhance teacher & candidate learning

Teacher retention is problematic & affected by key elements of the education program

Institutional leadership is critical to the cultural changes required to implement PLC type partnerships

PLCs must be an accepted part of mainstream teacher preparation, professional development, & research

Significant changes occur in role & responsibility


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