why must schools build professional learning communities​

Answer:

Schools must build professional learning communities (PLCs) to provide a collaborative and supportive environment for teachers to work together to improve student learning outcomes. PLCs offer an opportunity for teachers to share knowledge, expertise, and resources with each other, to analyze and reflect on their teaching practices, and to engage in ongoing professional development. By building PLCs, schools can promote a culture of continuous improvement, where teachers work together to identify and address the needs of their students, and to develop strategies to improve their teaching practices. This ultimately leads to better educational outcomes for students, and helps schools to achieve their goals and objectives.

Explanation:

Collaboration and sharing of best practices: In a professional learning community, teachers collaborate and share best practices with each other. For example, a math teacher may share a successful lesson plan with other math teachers in the community. This allows for a collective improvement in teaching practices and ultimately benefits the students.

Ongoing professional development: Professional learning communities provide ongoing professional development opportunities for teachers. For example, teachers can attend workshops, conferences, and training sessions together to learn new teaching strategies and methods. This helps teachers stay up-to-date with the latest teaching practices and improve their instructional skills.

Support for new teachers: Professional learning communities can provide support for new teachers. For example, experienced teachers can mentor new teachers and provide them with guidance and support as they navigate their new roles. This helps new teachers feel more confident and competent in their teaching roles, and ultimately benefits their students.

Data-driven decision making: Professional learning communities can use data to make informed decisions about teaching practices. For example, teachers can analyze student performance data together to identify areas where students are struggling and develop strategies to address these areas. This helps ensure that teaching practices are based on evidence and are effective in improving student learning.

Overall, professional learning communities provide a collaborative and supportive environment for teachers to improve their teaching practices, stay up-to-date with the latest teaching strategies, and ultimately improve student learning outcomes.

Riley had music on in the background while working but wasn’t listening. She can’t recall any of the songs, even the one that just played. At which stage in the process did Riley’s memory fail to register the songs?

A. The music went into Riley’s working memory, but the next song interfered with consolidation.

B. The music went into Riley’s long-term memory, but she is repressing the memories of the songs.

C. The music was heard in Riley’s sensory memory but was never attended to in Riley’s working memory.

D. The music registered in Riley’s working memory but was not encoded in long-term memory.

E. The music registered in Riley’s long-term memory, and the problem is with memory retrieval.

Vito is a supervisor of testing for a state education office and needs some advice on tests to administer in the coming fall.
He should call
what kind of psychologist?

How old was Shakespeare when he died