Standards+Question+11


 * Read the Case Study regarding Learning on page 25 of the NSDC Standards text handed out in class. In your PLC discuss Discussion Questions 1-3. Have a record keeper in your group synthesize your group's responses to these questions. If your group needed more information, describe what you need to know and how you would go about discovering this information.**

1. How well does your school or district address the key ideas outlined in the rationale? Our school districts like to think all staff developments address the key ideas but in all reality they don't. Teachers are usually all grouped together and lectured to instead of doing, seeing and hearing with practice time. Feedback from professional learning opportunities is usually based on the concept, teachers were trained and now do implement the training - If you do it wrong, then we'll talk.

2. Michael Fullan writes about the "implementation dip" when things get worse before they get better. How does this idea relate to your experiences with change? How does knowing about it assist with your work with adults? M. Fullan's statement is so true in life in general especially in the education setting, My school has gone through several changes this school year along, causing a lot of stress and confusion. As the second none weeks starts, the dip is coming up a bit and the teachers attitudes have been redirected or given in to the changes happening. It amazes me how many resistors there are in a school to change. Knowing and expecting the "implementation dip," helped me prepare some of the veterans to be prepared and offer them advance training so they were not as stressed when the actual training started. It also prepared me for the massive amounts of how-do-I questions.

3. How does the school or district accommodate different needs among educators? Many trainings are grouped by grade levels and areas of concentrations. Some trainings are on a volunteer basis or by request by a staff member.