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Virtual professional learning community (vPLC) for ASSISTments teacher training

Design · All designs
Evidence · 1 claim (1 for) · 1 study (1 causal), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description

The vPLC is a virtual professional learning model designed to connect rural and geographically isolated teachers with peers and learning opportunities. It consisted of eight 75-minute virtual facilitated sessions during the school year, supplemented by asynchronous activities, led with three core goals: supporting effective ASSISTments use following the four steps, engaging teachers in analysis-of-practice, and modeling NCTM norms of excellent math teaching. Teachers responded positively: most (87%) participated fully, and about half rated the vPLC as comparable to or better than other professional development they had experienced.

Design Implications

Context

Requirements

  • Trained facilitators, a facilitation guide, and session structures such as breakout-room discussions with peer teachers

Constraints

  • Designed for teachers with limited access to in-person PLCs; rural vPLCs are more effective when flexible, interactive, relevant, and ongoing, per the article's cited research

Target Learners

  • rural middle school math teachers and teachers lacking peer networks or in-person professional learning access

Learning Goals

  • effective use of ASSISTments and the four steps of formative assessment
  • data-informed math instruction
  • professional community building

Claims

Examples

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Key Sources

  • Feng, M., Li, L., Brezack, N., & Schneider, M. (2025). Scaling teachers' professional development for ASSISTments companion report: Implementation analysis of the ASSISTments intervention. WestEd. https://www.wested.org
Page metadata
Field Value
type design
id assistments-vplc-teacher-training-element
title Virtual professional learning community (vPLC) for ASSISTments teacher training
description The vPLC is a virtual professional learning model designed to connect rural and geographically isolated teachers with peers and learning opportunities.
status review
generated by process:settle-candidates on 2026-10-09
trust unverified — no one has confirmed this page's content
sources 1 — feng-2025

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