Index

• Introduction ..................................................................................................................... 3

• The Professional Learning Cycle ..................................................................................... 4

• Professional Learning practices: Teacher’s roles and responsibilities ............................ 5

• Learning and Exploration Phase ....................................................................................... 8

• “The Interacting” Workshop: ........................................................................................ 12

• Planning and Discussion Phase ...................................................................................... 20

• Implementation Phase.................................................................................................... 23

• Reflection and Modification Phase ................................................................................. 26

• E- Portfolio .................................................................................................................... 30

• Action Research ............................................................................................................ 31

Table 1 Roles and responsibilities ...................................................................................................................... 5

Table 2 Skill Assessment Criteria “Questioning” ............................................................................................. 10
Table 3 Skill Assessment Criteria " Interacting" ............................................................................................... 13
Table 4 Questions for reflection " Questioning" .............................................................................................. 15
Table 5 Questions for reflection" Interacting"................................................................................................... 17
Table 6 Feedback form ..................................................................................................................................... 23
Table 7 Classroom Intervisitation Feedback Form ........................................................................................... 25
Table 8 Practice Reflection Form...................................................................................................................... 27
Table 9 Assessing Improvement in Skill Application........................................................................................ 28
Table 10 E-Portfolio Components ..................................................................................................................... 30

2
Professional Learning Communities
Introduction
Professional Learning Communities (PLCs) have proven to be an effective approach for
fostering the continuous growth and development of teachers. Established within schools,
these communities emphasize evidence-based practices and collaborative efforts among
educators, with the core of PLCs being the adoption of an Evidence-Based Education (EBE)
approach.

Teachers engage in online training workshops offered through the EBE educational
platform. After completing these workshops, they identify areas for improvement in student
learning and align their educational practices with the workshop content. Teachers then
collaborate in specialized groups to develop action plans that address these identified
needs. These plans are implemented in the classroom, with ongoing support through peer
feedback, enabling teachers to learn from one another and reflect on their practices.

PLCs empower teachers to take an active role in their professional development. Through
continuous cycles of learning, application, and reflection, these communities cultivate a
culture of excellence and innovation, ultimately enhancing student learning outcomes

Fostering
collaboration

Enhancing Enhancing
connection educational
and context Practice
Purpose of
the PLCs

Facilitating Instilling a
professional culture of
development reflection

Figure 1

Dear colleagues, this guide will serve as a resource for you throughout the current year. It
will include all the links and forms necessary for the implementation process, adapted to
suit the training material.

3
The Professional Learning Cycle

The Professional learning cycle is a dynamic systematic process that enables teachers to
continuously improve their teaching practices, enhance student learning outcomes, and
stay up to date with the latest educational trends and research. It emphasizes the
importance of lifelong learning and reflective practices to meet changing student needs and
evolving learning environments.

Figure 2

"A clear focus on teacher and student learning is essential to determine the type of
professional learning that precedes change in practice and, ultimately, achieve change in
student achievement” Katz, Stephen (2010)

The cycle comprises four main phases: Learning and Exploration, Planning and Discussion,
Iterative Implementation, and Reflection and Adaptation. Each phase serves a specific
purpose and contributes to the overall professional development and growth of teachers,
as outlined below:

4
Professional Learning practices: Teacher’s roles and responsibilities

Dear Teacher, please keep in mind your tasks and responsibilities throughout this year’s
Professional Learning Communities journey

Step Examples/ Practices

Analysis of training needs Skill assessment forms

depending based on the self-
assessment criteria for the two
workshops: Questioning -
Interacting (Learning and
exploration Phase)
Establishing professional
development teams within the school
Principal
school

Facilitator 4 Facilitator 3 Facilitator 2 Facilitator 1

Figure 3

As a teacher, my roles within

professional learning school principal
communities in my school
include:
Actively participating in Vice Principal, Head of acdemic
Professional Learning Affairs Unit

Community (PLC) sessions.

Implementing the required tasks,
Facilitator 4 Facilitator 2
activities, and exercises in the Facilitator 3 Facilitator 1

classroom and collecting

supporting evidence. Exampl1 Math
Example 2 Exanple 3 Art and
Example 4
social study and
Assessing the effectiveness of
Science music
Islamic

these practices in improving

student learning outcomes. Figure 4
Collaborating with the team to
document professional learning
activities in the team’s portfolio.

Table 1 Roles and responsibili0es

All Training Resources (EBE guides and links to professional learning communities are
available on the Professional Learning Communities platform.

Arabic: ESE-PLCs (Pedagogy) - ‫ﺴ;ﺔ‬9‫( اﻟﺼﻔﺤﺔ اﻟﺮﺋ‬sharepoint.com)

English: ESE-PLCs (Pedagogy) - Home (sharepoint.com)

5
During the past year, three training workshops were conducted, as previously mentioned,
but school staff can access them anytime for reference. The remaining six courses will be
covered in the coming trimesters, with two courses per trimester tailored to meet the
training needs of each school. The distribution of these courses will be as follows:

• Foundation: An evidence-based approach to great teaching and how we learn.

• Creating a supportive environment.
2023-2024 • Structuring

• Questioning
2024-2025 • Interacting
Timester 1

• Explaining
2024-2025 • Maximising opportunity to learn
Timester 2

• Embedding
2024-2025 • Activating
Timester 3

Figure 5

6
 Phase 1
Learning and Exploration

7
Learning and Exploration Phase
In the Learning and Exploration Phase, teachers actively seek knowledge, research, and
new ideas related to their teaching practices, focusing on the needs of their students. This
phase encourages educators to delve into specific topics or areas of interest, gather
information from various sources, and expand their understanding of effective instructional
strategies.
One of the valuable educational resources provided by the Emirates School Establishment
is the Evidence-Based Education platform, which offers nine educational training courses
available to school staff until the end of August 2025.
Dear Teacher, during this stage, please do the following:
First: Attend the two training workshops on the EBE platform as outlined in the previous
table, “Questioning” and “Interacting” ensuring they are appropriate for your class. Reflect
on how the new knowledge aligns with your teaching philosophy and the needs of your
students and consider how you can apply it to enhance teaching and learning processes.

Figure 6

Figure 7

8
Second: Using the self-assessment rubric for the "Questioning" and "Interacting"
workshops, rate your skills on a scale of 1 to 4 for each criterion. Please note that the
same tool will be used to evaluate your performance at the end of the term during
phase four (Reflection and Adjustment phase).

Skill Assessment Criteria:

“Questioning” Workshop:

The following self-assessment criteria can be used to assess teachers' skills in applying
strategic questions as described in the workshop. Each skill is categorized into four levels:
Underemployed, Beginner, Mastered, and Outstanding.

Skill Underemployed 1 Beginner 2 Mastered 3 Outstanding 4 Mark

Using I ask questions that

I rarely ask I ask simple I ask complex
questions to push students to
thought- questions that questions that
enhance think critically and
provoking require short require students
students' creatively
questions. answers. to think deeply.
thinking continuously.

Using I use various I use questions to

I don't use I use a few
questions to questions to accurately assess
questions to questions to
assess assess different understanding and
assess students' assess basic
students' levels of adjust instruction
thinking. understanding.
thinking comprehension. accordingly.

I don't give I give students

I give students a I give students
Time given enough time for enough time to
short time to enough time to
to answer students to think, answer, and
respond. think and answer.
answer questions. rethink.

I engage deeply
with student
I react to some of I react well to
Interaction I ignore or do not responses, fostering
the students' student responses
with student react to student dialogue and
responses in a and encourage
responses responses. encouraging
superficial way. discussion.
ongoing critical
thinking.

9
 Skill Underemployed 1 Beginner 2 Mastered 3 Outstanding 4 Mark

I constantly
I encourage encourage students
Encourage I rarely encourage I encourage
students to to elaborate on their
elaboration students to limited detail and
elaborate on their answers and think
and flexibility elaborate or think slightly flexible
answers and think flexibly, helping
of thinking flexibly. thinking.
flexibly. them develop their
ideas.

I adapt my
I adapt my instruction very
Adapting to I don't adjust my I adjust my style
instruction based effectively based on
students' style based on based on some
on different students'
learning student student
student responses, which
needs responses. responses.
responses. maximizes
educational benefit.

Total
Table 2 Skill Assessment Criteria “Ques0oning”

These criteria aim to help teachers self-evaluate, identify strengths, and pinpoint areas for
development in question-asking skills to effectively activate, enhance, and assess students'
thinking.

10
Through your reflection and evaluation of your skills, take notes:

Your strengths Enrichment strategies you possess

---------------------------------------------------------- ----------------------------------------------------------
---------------------------------------------------------- ----------------------------------------------------------
---------------------------------------------------------- ----------------------------------------------------------
---------------------------------------------------------- ----------------------------------------------------------
---------------------------------------------------------- ----------------------------------------------------------
---------------------------------------------------------- ----------------------------------------------------------

Points need to be improved Actions for improvement

---------------------------------------------------------- ----------------------------------------------------------
---------------------------------------------------------- ----------------------------------------------------------
---------------------------------------------------------- ----------------------------------------------------------
---------------------------------------------------------- ----------------------------------------------------------
---------------------------------------------------------- ----------------------------------------------------------
---------------------------------------------------------- ----------------------------------------------------------

----------------------------------------------------------
----------------------------------------------------------
----------------------------------------------------------
Goal to be achieved ----------------------------------------------------------
----------------------------------------------------------
----------------------------------------------------------

11
“The Interacting” Workshop:

The following self-assessment criteria can be used to assess teachers' skills in learning
interaction as described in the workshop. Each skill is categorized into four levels:
Underemployed, Beginner, Mastered, and Outstanding.

Skill Underemployed 1 Beginner 2 Mastered 3 Outstanding 4 Score

I interact I consistently
with I regularly initiate learning
I rarely interact
Quality of students in interact with interactions that
with students in
learning limited ways students in ways promote
ways that enhance
interactions and without that significantly innovative and
learning.
a clear enhance learning. effective
strategy. learning.
I use
feedback in I use feedback
a limited I use feedback systematically to
I don't use
manner and effectively to guide all my
Use teacher feedback to guide
without guide most of my instructional
feedback my instructional
much instructional decisions and
decisions.
influence on decisions. improve
my learning.
decisions.
I provide
I provide personalized, in-
I rarely provide I provide comprehensive depth feedback
feedback to simple and feedback that that enhances
Use student
students that direct helps students learning and
feedback
supports their feedback to improve their motivates
learning. students. academic students to
performance. continuously
improve.
I respond to I respond flexibly
information I respond and in innovative
I don't respond to from effectively to ways to student-
Responsiveness
information from students in information from generated
of information
students limited ways students and use information to
from students
effectively. and without it to improve enhance and
much learning. improve
impact. learning.
I perform I carry out I implement
Perform the I don't perform
simple and effective and innovative and
following steps follow-up steps
inconsistent systematic effective follow-

12
Skill Underemployed 1 Beginner 2 Mastered 3 Outstanding 4 Score
based on based on feedback follow-up follow-up steps up steps based
feedback received. steps based based on the on feedback,
on feedback. feedback achieving
received. excellent
learning
outcomes.
Total
Table 3 Skill Assessment Criteria " Interac0ng"

These criteria aim to help teachers evaluate themselves, identify strengths and areas for
development in learning interaction skills, and use feedback to improve the quality of the
learning process.

Through your reflection and evaluation of your skills, take notes:

Your strengths Enrichment strategies you possess

---------------------------------------------------------- ----------------------------------------------------------
---------------------------------------------------------- ----------------------------------------------------------
---------------------------------------------------------- ----------------------------------------------------------
---------------------------------------------------------- ----------------------------------------------------------
---------------------------------------------------------- ----------------------------------------------------------
---------------------------------------------------------- ----------------------------------------------------------

Points need to be improved Actions for improvement

---------------------------------------------------------- ----------------------------------------------------------
---------------------------------------------------------- ----------------------------------------------------------
---------------------------------------------------------- ----------------------------------------------------------
---------------------------------------------------------- ----------------------------------------------------------
---------------------------------------------------------- ----------------------------------------------------------
---------------------------------------------------------- ----------------------------------------------------------

13
 ----------------------------------------------------------
----------------------------------------------------------
----------------------------------------------------------
Goal to be achieved ----------------------------------------------------------
----------------------------------------------------------
----------------------------------------------------------

Third: Reflect on the questions accompanying the assessment to identify strengths and
areas needing improvement for your students with the team.

Discussion Questions for the Questioning Workshop:

• In the first week of this phase, discuss the questions from the Questioning workshop. In the

second week, discuss the discussion questions from the Interacting workshop.

Questioning:

Reflect on and discuss the following questions with your colleagues to help you identify
what you need to learn to master this skill:

How would you assess your current questioning skills? What strengths and weaknesses have
you noted?

Are there specific situations where you felt your questions did not achieve the desired goal?
How can this be improved?

What strategies do you find effective in asking questions that promote students' critical and
creative thinking?

Can you share specific examples of questions that have motivated students to think deeply?

How can we diversify the types of questions we ask to include open, closed, probing, and
applied questions?

What types of questions do you typically use in your classes? How can we develop them to
make them more diverse and inclusive?

How do you determine the right time to provide students with answers to questions? Are there
specific strategies that help with this?

14
 How can we improve time management during lessons to ensure that students have adequate
opportunities to think and respond?

What methods do you use to interact effectively with student responses? How can we enhance
these interactions?

How can we use feedback to improve students' understanding and encourage active
participation?

How can we guide classroom discussions to help achieve learning goals?

What methods do you use to motivate students to participate in discussions and exchange
ideas?

How can we adjust our questions based on students' comprehension of the material? What
indicators should we look for?

Do you have examples of situations where you adjusted your questions based on student
responses? What was the impact?

What best practices have you learned from your colleagues about asking questions? How can
we develop questioning skills among our students?

How can we create a culture of idea exchange among teachers to enhance questioning skills?

How can we use technology to improve the effectiveness of asking questions and interacting
with students?

Do you have specific tools or applications that help with this aspect? How can we incorporate
them into our teaching practices?

What steps can we take to continuously improve our questioning skills?

How can we assess our progress in this area, and what criteria can we use to measure
improvement?
Table 4 Ques0ons for reflec0on " Ques0oning"

15
By discussing the questions with the team, it is necessary to
come up with:

Strengths of our students Enrichment activities

----------------------------------------------------------- --------------------------------------------------------
----------------------------------------------------------- --------------------------------------------------------
----------------------------------------------------------- --------------------------------------------------------
----------------------------------------------------------- --------------------------------------------------------
------------------------------------------------------ --------------------------------------------------------

Areas to be improved Actions for improvement

----------------------------------------------------------- --------------------------------------------------------
----------------------------------------------------------- --------------------------------------------------------
----------------------------------------------------------- --------------------------------------------------------
----------------------------------------------------------- --------------------------------------------------------
------------------------------------------------------ --------------------------------------------------------

“Interacting”

Reflect and discuss the following questions with your colleagues to help you discover
what you need to learn to master this skill:

How do you assess the quality of your current learning interactions with students? What
strengths and weaknesses have you noted?

Are there specific situations where you felt your interactions with students were not effective?
How can you improve them?

What strategies do you find effective in enhancing learning interactions with students?

Can you share specific examples of successful interactions that have positively impacted
student learning?

16
 How do you use student feedback to guide your instructional decisions?

What methods help you gather accurate and reliable feedback from students?

How do you provide effective feedback to students that helps them improve their learning
performance?

Are there specific techniques you use to offer personalized feedback to each student?

How do you respond to information from student responses? What steps do you take based
on this information?

How can you improve your flexibility in responding to information and applying it in innovative
ways to enhance learning?

How do you determine the next steps based on feedback received from students?

What are some effective follow-up steps you have implemented based on feedback?

How can you encourage students to provide honest and constructive feedback?

What methods help create a safe classroom environment that encourages the exchange of
feedback?

What ideas or strategies have you learned from your peers on how to interact effectively with
students?

How can you create a culture of sharing ideas and experiences among educators to foster
effective learning interactions?

What challenges do you anticipate facing when applying what you have learned in the
workshop to improve learning interactions?

How can you work together with others to find solutions to these challenges?

What steps can you take to continuously improve your learning interaction skills?

How can you assess your progress in this area, and what criteria can you use to measure
improvement?
Table 5 Ques0ons for reflec0on" Interac0ng"

Using these questions in discussion sessions can help achieve a deeper understanding of
the concepts of learning interaction and feedback and stimulate collaboration between
teachers to continuously improve the instructional process

17
By discussing the questions with the team, it is necessary to
come up with:

Strengths of our students Enrichment activities

---------------------------------------------------------- ----------------------------------------------------------
---------------------------------------------------------- ----------------------------------------------------------
---------------------------------------------------------- ----------------------------------------------------------
---------------------------------------------------------- ----------------------------------------------------------
---------------------------------------------------------- ----------------------------------------------------------

Areas to be improved Actions for improvement

---------------------------------------------------------- ----------------------------------------------------------
---------------------------------------------------------- ----------------------------------------------------------
---------------------------------------------------------- ----------------------------------------------------------
---------------------------------------------------------- ----------------------------------------------------------
---------------------------------------------------------- ----------------------------------------------------------

Fourth: Develop a self-improvement plan based on the goals you establish through self-
reflection and discussions with colleagues and share it with the team coordinator to
include it as one of the supporting documents in your portfolio. In collaboration with the
team coordinator, create an action plan to support and enhance the application of the
required skill.

Fifth: Conduct research and exploration using a variety of resources and sources in
your area of interest to expand your knowledge.

18
 Phase 2
Planning and Discussion

19
Planning and Discussion Phase
Focused on translating the knowledge gained into actionable plans, the School Learning

Communities team collaborates with their colleagues to discuss and analyze the

information collected, set goals, develop action plans, and identify the resources and

support needed for successful implementation.

During this phase, do the following:

First: Collaborate with fellow teachers to discuss outcomes and insights from the
learning and exploration phase, for example: What strategies do you find effective in
asking questions that promote students' critical and creative thinking?

Second: Clearly define the areas for your self-development as a teacher to address

specific student needs. For example:

Questioning
Example objectives:

1. Enhance the ability to craft open-ended questions that promote critical thinking and
deepen students' understanding.
2. Provide students with ample time to reflect, respond, and revise their answers.
3. Develop strategies that encourage students to approach problems and ideas from
multiple perspectives, thereby improving their adaptability and problem-solving
skills.
4. Utilize questioning techniques that facilitate group discussions and collaborative
problem-solving.
5. Consistently encourage students to elaborate on their responses and think flexibly,
supporting the development of their ideas

20
Interacting:
Example objectives:
1. Regularly implement creative teaching methods and collaborative activities that engage
students actively and promote deep understanding.
2. Gather and analyse student feedback to make data-informed instructional adjustments,
ensuring continuous enhancement of learning experiences.
3. Personalize feedback to meet the needs of each student, emphasizing strengths and
areas for improvement to foster continuous growth.
4. Adjust teaching strategies based on real-time student input, employing innovative
approaches to overcome challenges and seize educational opportunities.
5. Design and execute follow-up activities that reinforce learning, address gaps, and
support sustained academic progress based on the feedback received.

Third: Choose a suitable lesson to apply the strategies.

Fourth: Plan to address the identified learning needs by selecting appropriate

strategies for your students and aligning them with their needs.

Fifth: Develop the lesson plan, outlining detailed steps for implementing the strategy
with a focus on achieving its objectives.

Sixth: Review the plan with your colleagues and make any necessary adjustments.

By following these steps, you will effectively apply the knowledge gained from the
"Questioning" and "Interacting" workshops, enhancing both your teaching performance
and your students' learning outcomes.

21
 Phase 3
Implementation

22
Implementation Phase
It is the stage in which teachers put their designed plans into practice in the classroom and
apply new strategies and techniques in their teaching, adapting them to meet the diverse
needs of their students during this stage.

Individualized
Individual
education with
application of
an expert Classroom
the plan and
teacher and Intervistation
reflection on the
discussion of
implementation"
the plan"

Figure 8

First: Apply the plan individually with your students and take notes about the plan by
identifying strengths and areas for improvement based on the needs of your students.

Feedback form - individual application

Teacher Name: Grade: Subject:

Strengths of the plan and their impact ---------------------------------------------------------------

---------------------------------------------------------------

---------------------------------------------------------------

Challenge points in the plan and how to ---------------------------------------------------------------

modify them. ---------------------------------------------------------------

---------------------------------------------------------------

Attached evidence ---------------------------------------------------------------

---------------------------------------------------------------

---------------------------------------------------------------

Table 6 Feedback form

23
Second: Apply the strategies developed during the planning phase, while considering

the unique characteristics of your students. Execute these plans in front of your peers

to gather collaborative feedback.

Third: Observe a session led by one of the distinguished teachers within the team and

engage in a discussion about the implementation process.

Classroom Intervisitation Feedback Form

Subject / Names of teachers/ teacher who deliver the

Date:
Lesson Title lesson

Names of teachers/ teacher who observe the lesson

components
Lesson
Resources
used.
Observations/Te
am members
take notes.

Views:

Views
Question
s

24
 Importan
t points

What went well?

Reflectio

lesson:
n after
the

What didn't go well?

Table 7 Classroom Intervisita0on Feedback Form

Fourth: Identify the main strengths in the implementation and its impact on students,
as well as how the teachers attending the session benefited from the observation.

Each teacher in the team should adjust the plan and teaching methods based on feedback
from colleagues and students and ensure the achievement of the desired learning
outcomes.

25
 Phase 4
Reflection and Modification

26
Reflection and Modification Phase
The Reflection and Modification Phase is a vital part of the professional learning cycle.
This stage involves experimenting with and continuously assessing teaching methods,
adjusting them based on student observations and progress. It emphasizes self-reflection
and evaluating the effectiveness of the practices implemented.

Practice Reflection Form

Team Name: Name of Team Facilitator:

Team Members:

Team’s Notes:

Principal's Notes:

Lesson Title:

Method and procedures Results

Recommendations

Table 8 Prac0ce Reflec0on Form

27
The school principal, academic vice principal, or a designated representative uses the skill
assessment criteria to evaluate the effectiveness of applying the acquired skills. This
assessment utilizes the same skill evaluation form previously used by the teacher during
the Learning and Exploration Phase. The improvement in the teacher’s ability to apply the
skill is indicated by the difference between the teacher's self-assessment score and the
score given by the school principal, academic vice principal, or representative.

A Template to Assess Improvement in Skill Application:

• Professional Learning Community Name: For example: English, chemistry

• Number of the Learning Community Members: _________________________________________
• Name of the team’s coordinator: _____________________________________________________

Skills to be Supported and Assessed:

1. Strategically employing classroom questioning to effectively enhance and evaluate students'

critical thinking.
2. introduce creative teaching methods and collaborative activities that inspire active student
participation and deeper understanding through providing actionable feedback to support their
academic improvement.

Performance Indicators:

1. Improvement percentage in classroom questioning strategies.

2. Improvement percentage in utilizing creative teaching methods feedback to enhance
educational outcomes.

From the teacher's perspective Score given during Score given after Improvement
through the self-assessment form “Learning and application of the skill: Score
exploration phase “Reflection and
(1) adjustment phase” (2)

From the perspective of the Score given during Score given after
school principal or their “Learning and application of the skill:
representative exploration phase “Reflection and
)(1) adjustment phase” (2)

Average Average (1) Average (2) Average

Score (2) –
Average
Score (1)
Table 9 Assessing Improvement in Skill Applica0o

28
Summery and timeline of the Implementation Plan During The Academic Year 2024-2025

Figure 9

29
E- Portfolio
The Professional Learning Communities Teacher Portfolio is a dynamic and comprehensive
tool that showcases teachers' dedication to professional growth and ongoing improvement
in their teaching practices. It provides a platform for sharing successes and challenges with
colleagues, thereby fostering a collaborative and learning-focused culture within the
professional community.

E-portfolio Components

Stage Documents

• List of team members, their emails, oracle numbers, and the

workshops they have attended.
• Certificates of attendance for e-courses on the evidence-based
learning platform, used to calculate training hours and add
Learning & them to the PLCs’ platform.
Exploration • PLCs’ action plan for each team.
• Examples of tools and results for analyzing student
performance and identifying learning needs.
• Self-improvement plan for each teacher.

• Lesson plans implemented in collaboration with the team:

Outstanding lesson plans that showcase the teacher's ability
Planning to design and implement effective teaching aligned with
learning objectives and educational standards.
• Meeting minutes from planning sessions and discussions.

• Samples of classroom observations, feedback, and

recommendations from team members.
• Examples of student work: Samples that reflect academic
Implementation progress, achievements, and growth, along with teacher
reflections on the effectiveness of the instructional strategies
used.
• Videos and photos. (Optional)

• Samples of feedback and recommendations provided by team

members.
• Data Analysis and Assessment Results: An analysis of
Reflection and assessment data, to illustrate the impact of educational
adjustment practices on student learning outcomes and to suggest new
practices.
• Self-assessment results.
Table 10 E-PorOolio Components

30
Action Research
Final Project at the End of the Professional Learning
Communities Course

Project Description/Journey with Professional Learning Communities:

This project involves applied educational research or an educational initiative aligned

with the team’s area of interest. It aims to highlight the impact and effectiveness of
a specific educational practice within the classroom, address a particular problem or
challenge, or explore other relevant topics. The project is characterized by being:

Realistic:
Grounded in practical, real-world contexts.

Specific:
Focused on a particular phenomenon or issue.

Practical and Applied:

Based on thorough investigation and hands-on application.

Objectives:
• Enhance investigation and scientific research skills.
• Promote the application of the scientific method in inquiry and research.
• Foster a reflective and professional mindset.
• Make a meaningful contribution to the culture of school work and
educational practices.
• Strengthen professional learning communities in schools through active
participation, dialogue, and feedback in research.
• Assess the impact of the learning process within the project.

Project Entries:
• Individual: Projects completed by a single participant. Or
• Single-Discipline Group: Projects undertaken by a group within the same
specialty. Or
• Multidisciplinary Group: Projects conducted by a group with diverse
specialties.

31
Project Topics:
The Learning Communities team selects one of the training topics covered during
the trimesters and documents their work through the project according to the
following focus areas:
Select one or more content areas from the program's themes to study the impact
of educational practices in the classroom:

• Creating a supportive environment

• Structuring
• Questioning
• Interacting
• Explaining
• Maximizing opportunity to learn
• Embedding
• Activating

Supporting resources for the project:

Provide the teaching staff and school leadership with the following:

• Action research guide (theoretical material, evaluation criteria).

• School Leadership Guide (contains follow-up procedures and assignment
setting).
• Explanatory videos.
• Webinar meetings.
• Panel discussions.

Project Implementation Time: Third Trimester 2024/2025

Teachers are informed about the project in the early stages of the program and are
provided with the necessary support for planning

Project Evaluation:
• The school's follow-up committee (school leaders) oversees the compilation of
research projects.
• Each research project is assigned a unique code.
• Each teacher evaluates at least three research projects, with each project being
evaluated by at least five teachers to ensure consistency in evaluation.

32