Lessons learned from online plcs of rural stem teachers

Abstract

This article details a Title II grant funded professional development project for rural STEM teachers. For this project teachers were grouped in online professional learning communities (PLCs). Participants shared teaching videos and received feedback from their group members and university faculty. In a face-to-face workshop, participants were trained on how to effectively record and share videos with their PLC group. After the workshop, all communication was conducted through digital means. During this project we learned that the frequency of video posting, the type of videos posted, and the style of reflection questions, were critical aspects to the engagement of participating teachers. Additionally, teachers showed an increase in teacher efficacy as a result of being part of the online PLCs and they indicated strong enjoyment and value in participation of the program.