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Local Chapters of ASHP and APhA Partner with the Monroe County Sheriff’s Department to host a Drug Take-Back Event in the Rochester Community
No full textObjection/Study Goals:
To provide a safe, environmentally responsible way to dispose of unused or expired medications and to raise awareness about the risks of medication misuse in the community
Using peer covenants in team projects: How obligations improve accountability
No full textAccording to AAC&U (Finley, 2021), teamwork is the number one skill that employers want from college graduates. One way to help improve teamwork and help teams to overcome the pitfalls they often face (Franz & Silver, 2022) is through a team or peer covenant.
A team or peer covenant is a collaborative process that results in a document stating behavioral and attitudinal principles of the working relationship for the team (see Silver & Franz, 2021). Asa process, a team creates its own covenant. As a signed document that each team creates, it details the team members’ obligations to the team. It is different from norms or team contracts because it focuses on each member’s obligations to the team, rather than the team’s expectations of the members. In addition, itis signed by all team members. This creates an additional level of accountability to each member. More importantly the team reviews the covenant at least once a month. The covenant creates clear and explicit expectations, and reviewing it improves accountability (Silver & Franz, 2022
PLCs: A Recipe for Success? The Impact of Professional Learning Communities on Teacher Practice and Teacher Retention
No full textThis qualitative phenomenological study examined elementary teachers’ perceptions of professional learning communities (PLCs) and the impact they have on their professional practice, particularly concerning teacher retention. Semi-structured interviews were utilized to gain data on how teachers feel about the work they are engaged in when functioning as a PLC within their school. Through this research, teachers evaluated if the time spent in PLCs has improved their work lives and job satisfaction, thus impacting their commitment to stay in the profession. The findings revealed that teachers view PLCs as providing meaningful opportunities for professional growth, collaboration, and developing student-centered practices. Factors like principal leadership, PLC meeting routines, group dynamics, data accessibility, and teacher input emerged as significant motivators shaping whether teachers perceive PLCs as authentic drivers of learning and improvement. Positive PLC experiences promoting teacher retention were associated with a supportive professional culture, concrete opportunities for instructional mastery, beliefs that efforts enhanced student outcomes, and reduced feelings of isolation. The data highlights how PLCs, done well, create a renewed sense of collective efficacy, purpose, and commitment to the profession.
The research implications underscore that simply implementing the PLC structural model is insufficient for achieving positive outcomes if schools do not intentionally cultivate the enabling conditions and experiences that empower teachers to become invested and see the work as beneficial to their craft. Specific recommendations are provided for further research, district and school leaders, policymakers, and teacher educators to leverage PLCs as a catalyst for instructional improvement and teacher retention
Dear Sarah Weddington
No full textThe essay is a retrospective, creative, non-fiction, personal narrative on reproductive justice written in the form of a letter to Sarah Weddington, the attorney who argued and won the 1973 landmark abortion rights case, Roe V. Wade. Sarah Weddington passed away on December 26, 2021, preceding the June 24, 2022, Supreme Court reversal of Roe v. Wade
