"When teachers have a strong sense of professional community their morale is better and teacher commitment is higher. Professional community helps support teaching practices, and helps teachers address the uncertainty that accompanies nonroutine teaching of the sort encouraged by many school reform initiatives."
Adam Gamoran

It is often said that the most important asset of any enterprise is the talent and enthusiasm of its workforce. Education is no exception to this premise.
Being teachers such a vital element in the educational process, when designing policies aimed at getting better academic results, what policymakers must not forget is that teachers are no different from employees in the private sector. They want to succeed in their jobs and they demand the tools, the respect, and the sense of empowerment necessary to reach this goal.
As University of Washington scholar Dan Goldhaber stands, "It appears that the most important thing a school can do, is to provide its students with good teachers".
But teachers are known to improve when they analyze, evaluate, and experiment with colleagues in purposeful learning communities (Fullan, 2001). Fullan also suggests that the school level change strategy is developing professional learning community within schools and emphasize the importance of strong teacher community. Therefore, teachers need to be enabled and encouraged to establish a community of learners among themselves (Lave & Wegner, 1991). Maclaughlin and Talbert (2001) also indicated that a collaborative community of practice in which teachers share instructional resources and reflections in practice appear essential to their persistence and success in innovating classroom practices (p.22).
Building up organizations that are able to learn – according to Kofman and Senge- requires basic changes in the ways people think and interact. “The heart of the learning organizations are communities of commitment. Without communities of people genuinely committed to the organizations’ goals, there is no real change”.

ARTIGAS, URUGUAY

"Shapers" 2007: the net is officially born

"Shapers" 2007: the net is officially born

NEW MESSAGE. CHECK IT OUT!


domingo, 29 de noviembre de 2009

ENGLISH SUMMER CAMP IN FEBRUARY: ARE YOU INTERESTED?


English Summer Camp 2010_llamado[1] -
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domingo, 22 de noviembre de 2009

CONGRATULATIONS!










Rosario Gómez, Patricia Dos Santos, Andrea Fernández, Rosario Correa, Diego Correa, Ingrid Anarella Gómez and Rodrigo Castelhano,  teachers that have just  become "efectivos", after going through the National Contest.
It has been a very challeging year for all of them, and we are really happy they could make it. THEY  DESERVE IT!
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viernes, 20 de noviembre de 2009

CONTEST'S OFFICIAL RESULTS


Resultados concurso ingl�s -
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lunes, 9 de noviembre de 2009

WINDS OF CHANGE

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20 years since Berlin's wall fall

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lunes, 2 de noviembre de 2009

HALLOWEEN PARTY AT LICEO 4




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domingo, 1 de noviembre de 2009

HALLOWEEN CELEBRATION AT HIGH SCHOOL # 4 - ARTIGAS












Teachers Nidia Balbuena, Oneria Ribeiro, Beatriz Sendic, Patricia Dos Santos, Nelson Núñez, Andrea Fernández and María Noel Cabezas.
























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ENGLISH WEEK`S CLOSURE DAY IN SALTO

     The following are SOME of the pictures from a very enriching event that was held in Salto last Saturday:  the English Week´s Closure Day, which was organized by P.A.D. Aldo Rodríguez with the support of  "Inspección Regional" and  "Inspección de inglés". It took place at Liceo # 5.
      Andrea Sorondo (P.A.D. Soriano), Bonnie Wetherbee (fellow teacher that is working at Inspección de inglés), Beatriz Sendic (P.A.D. Artigas) and teachers Andrea Fernández, Patricia Dos Santos and Oneria Ribeiro (Artigas) were some of the fortunate people who were able to share a wondeful journey with Aldo, teachers of English and students from Salto.
     More pictures will be published soon. It was definitely "a day to be remembered".



























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