ERG SES G 14, Professional Development and Education
In recent years the Czech Republic has observed a phenomenon of school financing from EU funds. There is a programme for schools, administered by the Ministry of Education, under which it is possible to prepare and implement innovative educational projects. It is a competition of schools and teachers for „freely " available resources , existing outside the guaranteed financial volumes through which schools can profile their work beyond the basic operation , improve it and make the school more attractive to both children and their parents (Pol , 2011) .
Speaking about the project, we mean a series of activities that are focused on meeting clearly specified objectives within a certain time and within the defined budget ( Marek, 2009). Projects are not implemented in a common organizational structure; a specific management group of workers - with clearly described responsibilities and functions – is created for the purpose of project implementation. Each individual in the project has a specified and described task which he deals with in addition to his normal work at school.
The main actor in the process of project implementation is the school teaching staff. Teachers together form a particular group within which they exchange their know-how, share their planned goals, values, work on sub-project tasks, communicate and collaborate. Thanks to this work they can develop their professional skills, learn from one another or directly participate in the school progress. In view of the above, the implementation of school projects creates context and subsequent situations in which we can observe teaching of teachers leading to their professional development and hence the development of the school.
Groups of teachers creating the so called Project (implementation) teams can be seen as communities based on the concept of "Professional learning communities". This model allows us to reflect school as a place where learning is supported in connection with the implementation of school projects. They are characterized by the following features: participants work together for a longer period of time, share values and visions, learn, perform practical activities aimed at educating students, communicate and share experience.
If we assume that within the scope of the community it comes to learning processes, we can describe them by applying the model, which is used by researchers to distinguish processes in the development of professional learning communities (Verbiest et al., 2005). It is a three-dimensional model, which is based on the so called process of broadening, deepening and anchoring. Broadening indicates professional development opportunities for teachers, or participation in school policy-making. Deepening expresses teacher collaboration, learning, meeting for discussions and sharing of certain professional topics. Anchoring defines professional development of teachers in connection with the main principles of main development and vision of the school.
The benefit of this community concept which supports common learning of professionally interested participants of school life on a collegial basis primarily lies in the understanding of what is happening in schools. The functioning of professional learning communities in the context of the implementation of school projects allows the reaction to numerous changes and innovations brought by the requirements of our time. At the same time, this model supports not only professional development of teachers, but also the development of the school with regard to its effectiveness and creation of innovation capacity.
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