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Change from within: Middle school science teachers leading professional learning communities
Journal article   Peer reviewed

Change from within: Middle school science teachers leading professional learning communities

Jennifer C Stark and Rose M. Pringle
Middle School Journal, Vol.50(5), pp.5-14
04/11/2019
DOI: https://doi.org/10.1080/00940771.2019.1674767

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Abstract

Contemporary professional development efforts have shifted away from a deficit model toward the acknowledgment of the agency and ability of teachers to evaluate and direct their own professional learning. This article describes how middle school science teachers can take charge of their own learning by initiating and participating in science-focused professional learning communities (PLCs). Teachers in PLCs can observe and reflect on their students’ work, test ways to improve their students’ learning and evaluate their efforts based on student results. The collaboration among middle school science teachers in PLCs can allow them to solve issues of practice and increase student learning as well as enhance their own knowledge of science and science teaching relevant to new national standards, the Next Generation Science Standards. This article provides specific guidance for middle school science teachers interested in initiating PLCs, and a protocol to guide the discussion of student work in PLC meetings.

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