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(596 KB)Shirley Sommer
High School Visual Arts Instructor
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| 1A.1 Getting Started 1A.2 Getting Acquainted 1A.3 Sharing Perspectives 1A.4 Maintaining Community |
 Step One - All Files   1R.1 Best Practice Teacher Standard
1R.2 INTASC Teacher Standard
1R.3 Instructional Strategies that Increase Student Learning
1R.4 National Staff Development Council Standards for Staff Development
1R.5 Thirteen Principles of Best Practice
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What constitutes a learning community? |
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Implementing Arts for Academic Achievement, CAREI, University of Minnesota, July, 2003 |
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Any group of teachers willing to investigate classroom practices and the latest educational research can become a learning community. Any number of educators from two to twenty or more can benefit from this professional inquiry process. Learning communities may cut across grade levels, arts areas and even across disciplines. A willingness to explore and reflect as well as the disposition to engage in dialogue are more important than grade level or subject matter taught. Teachers working in different grade levels or disciplines have different perspectives. They may inform your thinking in ways that colleagues who more closely resemble you can't. Henry David Thoreau refused to identify himself as a pencil maker (his family owned a pencil factory) and instead called himself "a human being who engages in pencil making." The activities and resources in this section are meant to help educators come together and talk to each other as "human beings who engage in teaching." ACTIVITIES: 1A.1 Getting Started 1A.2 Getting Acquainted 1A.3 Sharing Perspectives 1A.4 Maintaining Community RESOURCE DOWNLOADS: (download from left navigation bar) Step One - All Files: download all step activities and resources at one time. 1R.1 Best Practice Teacher Standard 1R.2 INTASC Teacher Standard 1R.3 Instructional Strategies that Increase Student Learning 1R.4 National Staff Development Council Standards for Staff Development 1R.5 Thirteen Principles of Best Practice
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