Professional Community Model Comparison Paper.docx CUR/550 Professional Community Model

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Professional Community Model Comparison Paper.docx CUR/550 Professional Community Model Comparison Paper University of Phoenix CUR/550 Professional Community Model Comparison Paper The profession... al community model is one in which a professional learning community is implemented to guide instructional and curriculum decisions. In some instances, it is used to categorize a grade-level teaching team, a school committee, or even an entire school district. The model is built around the concept that the purpose of education is to ensure student learning. This focus is indicative of a shift in priority and pedagogical effort. This student-centered model prompts educators to consider not only if they taught specific material but also if students learned it, what that learning will look like, and what action will be taken to support students who are struggling. Implementing this model requires that administrators and educators in a learning community make a coordinated effort when providing instruction and designing strategies to support all students in a timely, directive, proactive manner. To integrate the professional community model into an educational setting, stakeholders must first consider the advantages and disadvantages of the model, anticipate challenges, determine the impact on student achievement, and understand the role of the teacher. Advantages and disadvantages of a PLC model Since the primary focus of a professional learning community (PLC) model is student learning, there are shifts in strategy and focus that. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . . [Show More]

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