By IU PIIC Mentors Cindy Shaffer and Nancy Neusbaum

By IU PIIC Mentors Chris Caton and Loriann Ruddy

Historically, teaching has been an isolated profession in which educators were given little or no time to collaborate, share ideas, engage in dialogue, etc.  However, education has evolved to encompass more of a collaborative approach through the development of professional learning communities.  Professional learning communities (PLCs) shift the focus of school reform from restructuring to reculturing (Louis 2006).  PLCs are seen as a powerful staff development approach in which school change and improvement can be an outcome.  Fullan and Senge (Fullan, 1993; Senge et al., 2000) report that the creation and implementation of learning communities is crucial to the future success of schools facing the possibility of change.

By Brandy Sheneman, IU 9 PIIC Mentor

Prior to becoming a PIIC mentor, I taught secondary life skills for the local Intermediate Unit.  As a life skills teacher, I reflected upon the events and dynamics of my classroom almost daily.  I began keeping a journal because I could not leave the events of the day at school.  I would return to my one room apartment and worry about my students’ home-life, social-life, medical care, school behavior, bus behavior, and job placement.  I decided to record my worries into a journal, so I had a place to put my fears and then close the cover.  Initially, the journal offered me piece of mind and restful sleep.  The more I revisited entries, I began noticing patterns in students’ behaviors, and I was able to share those patterns with my co-teacher and instructional assistants.  After sharing the information, the staff began approaching situations and behaviors differently and more effectively.  Through reflection and learning, our classroom became a peaceful sanctuary for students who only knew chaos.  Our behavior management practices improved; therefore, our lessons and centers were more effective.

By Laura Yaeger, IU 5 PIIC Mentor

As I pause to reflect about my work with coaches, I am humbled by the fact that I work with coaches who seize the literacy message and unflinchingly provide support, modeling, resources and a listening ear to so many teachers, day in and day out. The enthusiasm and dedication that I encounter among the coaches and school leaders I work with continues to inspire me every single day.