Skip to main content
PLC in CTE
PLC in CTE: The power of professional learning communities to create thriving cultures of achievement within career and technical education Paperback
PLC in CTE is the answer to how we create thriving cultures of achievement within career and technical education. This book provides the antidote to teacher and student apathy by highlighting how CTE experiences allow students and adult learners alike to realize new potential within themselves. The answer lies in teacher-driven change.
Dr. Adams contends that in order to build efficacy in students, CTE teachers need support to build their own efficacy around instruction. This book moves beyond why we need change. PLC in CTE details how adult learners strengthen both individual and collective efficacy as educators—following the PLC frameworks of inquiry, research and the science of learning.
Adult learners learn best when they transition between individual reflection and small group collaborative sessions. We need collaboration around high evidence-based instructional practices that embody career and technical experiences.
PLC in CTE details how to achieve teacher-driven change by following each framework. Adherence to these teacher-driven frameworks will empower CTE teams to achieve collective efficacy and transform your whole approach to professional development.
How do learning communities accelerate change in student achievement within CTE?
In traditional K–12 schools, establishment of PLCs with teacher groups normally focuses on a deep study of standards. Teachers are often encouraged to create common assessments and track student performance toward standard mastery. Standardized assessments then reveal how well the PLC work is driving student achievement gains. CTE teams face a different mission—one of technical and performance skill mastery, professional growth and career field literacy.
If we follow the three models for PLC in CTE, we can redesign the purpose of collaboration and achieve cultures where adult and student learning both thrive. This book explains how PLC in CTE requires a shift from our typical content-focused approach to collaborative instructional-focused work. Within CTE learning communities, teachers sharpen their focus, refining instructional practice across all program areas. This is the work that will help adult learners transform student learning experiences — reflecting second-order change.
We want our CTE teams to experience professional learning in a decidedly different way than they have before. Learning communities are an essential tool in reaching transformative change because, by nature, they focus on process over outcome.
No products found