Co-Authors

Scott Mateer, Armstrong Atlantic State University

Bill Baird, Armstrong Atlantic State University

Track

Non-research Project / About SoTL

Proposal Abstract

Professional learning communities are commonplace in K-12 education as the avenue through which teachers engage in meaningful professional development. Armstrong MASTERS is an NSF Noyce scholarship program through which we have implemented a novel and replicable model for PLCs, called Future Teacher Professional Learning Communities. In these communities, our Noyce scholars are immersed in research on best-practices in STEM teaching, with an emphasis on active learning. They apply this research to the development and review of classroom materials, and engage in generating new results through classroom research projects with Noyce faculty.

While our FTPLCs exhibit the essential characteristics of learning communities as documented in the literature, they are greatly strengthened by the breadth of their membership. Education and STEM faculty from Armstrong, teachers from local schools, and student scholars share experience and expertise. This composition of educators facilitates the integration of content knowledge, pedagogy, teacher practice knowledge, and research into the development of the Noyce scholars as teachers. In this session, we will describe our PLC model and its outcomes, including the impact on all members. Session participants will engage in and critique several learning community activities, including community building, lesson plan analysis, and production of a collective literature review.

Session Format

Presentation Session

Location

Room 218

Publication Type and Release Option

Presentation (Open Access)

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Apr 1st, 11:00 AM Apr 1st, 11:45 AM

Integrating Research into STEM Teacher Prep through Professional Learning Communities

Room 218

Professional learning communities are commonplace in K-12 education as the avenue through which teachers engage in meaningful professional development. Armstrong MASTERS is an NSF Noyce scholarship program through which we have implemented a novel and replicable model for PLCs, called Future Teacher Professional Learning Communities. In these communities, our Noyce scholars are immersed in research on best-practices in STEM teaching, with an emphasis on active learning. They apply this research to the development and review of classroom materials, and engage in generating new results through classroom research projects with Noyce faculty.

While our FTPLCs exhibit the essential characteristics of learning communities as documented in the literature, they are greatly strengthened by the breadth of their membership. Education and STEM faculty from Armstrong, teachers from local schools, and student scholars share experience and expertise. This composition of educators facilitates the integration of content knowledge, pedagogy, teacher practice knowledge, and research into the development of the Noyce scholars as teachers. In this session, we will describe our PLC model and its outcomes, including the impact on all members. Session participants will engage in and critique several learning community activities, including community building, lesson plan analysis, and production of a collective literature review.