Does your professional learning have purpose?

The idea of improving the quality of education in the schools through the development of the professional learning communities is presently in vogue. My professional learning helps in underpinning the professional update process. Proper knowledge and evidence of the impact of learning of my thinking and professional actions are the critical part of the professional update process. Planning as well as a review of the result of professional education based on self-evaluation process is an integral part of the process.

The model of professional learning community assumes that the primary mission of the formal education is not only to ensure that the students are given proper education but also to ensure that students can learn. Professional learning helps in the enhancement of the quality of education that gives rise to improved outcomes. There has been a shift of focus from teaching to learning. A teacher teaches a chapter or a unit in the class and most of the cases it is observed that students are not able to master that chapter properly. I have faced the same problem while attending some of the classes in school. Sometimes, teachers have told the students, including me to get transferred to a less rigorous course or participate in special classes. The moment a school starts to function like a professional learning community, teachers become aware of the incongruity between the lack of a coordinated strategy for responding to students when they are unable to learn and the commitment of the teachers to ensure that every student can learn. This helped me in proper learning of the subjects and clear my doubts. The school has become very systematic, and it helped me in gaining proper knowledge and access other facilities.

The professional learning community helped in the timely identification of the students who are in urgent need of extra time and support from the teachers. This has been one of the primary purposes of professional learning that helped me in some way or the other. The professional learning has taught me to devote more time for studies and get additional assistance from the teachers. Firstly, the teachers can talk to me in person and individually to know my problems regarding academics and solve them at the earliest. The school authorities have contacted my parents to let them know about the problems that I am facing, and this was a grave concern. My parents also guided me at home in my studies. After the implementation of the professional learning community, the parents of the students are called for monthly meetings that helped in monitoring the progress of the students. I can assess my progress and perform accordingly.

Professional learning also focuses on better outcomes. It has helped me to work together as a team so that every one of us can get the achievement and it has become a routine in the school days. The teachers identify the present level of success, establish a goal for the further improvement of the current level, working together to achieve that objective and provision for periodic evidence of the progress. The purpose of this professional learning is to teach the students to work together as a team and share the resources of the school. I have learnt to work as a like-minded individual who can share the opinions and develop a passion for developing myself and my learning as well as teaching skills in school. The professional learning helped in the creation of a strong network between the head teacher and the senior staffs and also between the teachers and the students.

Other purposes of professional learning include:

• The advantages of sharing several types of information and assisting in the promotion of best practices across the schools 
• The significant economies of scale that can be achieved when the resources of the school are shared
•  The elevated level of priority that the schools will be given to the students for the development of their literacy skills so that they can succeed in their workplace in the future and the academics subject as well throughout the entire curriculum and get ambitious standards. 

This learning also focuses on the various aspects of the improvement of schools such as assessment of learning, improving the investigation of science works, developments in curriculum, play time projects and increasing the use of the outdoor environment. Thus, professional learning communities have urged the employees of the school who have always tried to try something new concerning approaches and ways of working.

Schools and the teachers tend to suffer from DRIP (Data Rich/Information Poor) syndrome.

The community of professionals who are result oriented invites data and information as well as transforms information into helpful and applicable data for staff. Educators have never experienced an absence of information. Indeed, even a teacher who works in detachment can go without much of a stretch set up the mean, mode, middle, standard deviation, and level of student who showed capability each time he or she regulates a test. Be that as it may, information will turn into an impetus for improved teacher practice just if the teacher has a premise of correlation.

This professional learning also helps the teachers in some way or the other. The teachers can develop formative assessments that are common throughout the academic year. The teachers can identify how the students are performing. The teacher has access to varieties of materials, strategies, ideas and talents of the team of which he is a part.

There is some evidence of professional learning that has been discussed below.

•  Critical reflections of individuals to practice, including reflective journals
•  Analysis of the works of students, individuals or group
•  Reflections on professional dialogues with parents, peers, colleagues and learners
•  Analysis of visual data and artefacts
•  Analysis of the quantitative and statistical data sets
•  Analysis of the group discussion and interviews with students
•  Analysis of the teacher talk by students through the various mediums like audio and video recording
• Reflections on as well as summary of lessons and discussions with learners
• Review of student talk (individually or in group)

Hard work and commitment

Indeed, even the most terrific outline, in the end, converts into diligent work. The expert learning group show is a stupendous outline—an intense better approach for cooperating that significantly influences the acts of tutoring. Be that as it may, starting and maintaining the idea requires diligent work. It needs the school staff to concentrate on adapting as opposed to educating, work cooperatively on issues identified with learning, and consider itself responsible for the sort of results that fuel ceaseless change.

At the point when instructors do the diligent work essential to execute these standards, their aggregate capacity to enable all students to learn will rise. On the off chance that they neglect to exhibit the train to start and maintain this work, at that point their school is probably not going to wind up plainly more powerful, regardless of the possibility that those inside it claim to be an expert learning group. The ascent or fall of the expert learning group idea depends not on the benefits of the concept itself, but rather on the most central component in the change of any school—the dedication and determination of the teachers inside it.

The learning group individuals have figured out what they have to realise with a specific end goal to guarantee their sowing produces effective learning for their students. Along these lines, students are the prime supporters of the expert taking in group's strong information think about and focused on proficient learning.

Notwithstanding ending up more successful teachers and conveying higher-quality instructing for their students, these teachers advantage of the main's and other area chairmen's sharing and supporting the administration with skilled learning group individuals. Note the number and criticalness of the choices that the expert learning group individuals make. They have been given shared power, specialist, and basic leadership to direct the craft by their expert learning group.

Through a reliable examination of various sources of student and framework information, the expert learning group tracks the execution of its students. At the point when information demonstrate that students are not figuring out how to desires, the individuals look at all factors that could add to these outcomes and recognise the difficulties. Their subsequent stage is to make new result articulations for their students that address their low execution.

I, as a student, feel that this professional learning is very significant for students and teachers. In a PLC (Professional Learning Community) school, the teachers get the opportunity to work as a team together with the students that helps the students to concentrate on their studies by writing common assessments, identifying at-risk students, planning curriculum and solving problems for students. Teachers can share their concerns that reflect on their strategies of teaching. Students can learn properly from a collaborative planning and pacing of instruction. Through the common assessments, progress monitoring and grade-level expectations indirectly help the students in achieving success. The progress is monitored for each student. PLCs also empowers the administration and the faculty in working collectively to provide instruction of high quality.