WHAT ARE THE FACTORS OF SUCCESS FOR PROFESSIONAL LEARNING COMMUNITIES IN HIGH SCHOOL?

High schools suffer from poor performance in attendance, achievement, literacy development, and postsecondary outcomes. Teachers cannot redesign schools by trying harder; new models of collaboration and problem solving are key to transforming their schools. Professional learning communities (PLCs) with professional development in transformative learning, constructivist adult learning theories, and collaborative problem solving may provide the best answer for school change. What are the best processes and methods for high school teachers to transform their frames of reference to solve their common difficult dilemmas while changing their approach to problem solving to improve schools and student proficiency in standards? I collected data in a grounded theory study using interviews, observations, and interview/questionnaire from teachers within four professional learning communities in two low-performing high schools in a large urban district. I interviewed 22 participants while making observations of 9 PLC meetings part of a small learning community framework. Participants completed short responses to a three-item questionnaire at the end of the study. I noted three transformative experiences of participants within the PLCs. The majority of teacher participants believed that the most effective characteristics and components of PLCs was the opportunity to work together for the best learning experiences for their students. Nearly all of the teacher participants believed that the PLC could be a structure for critical reflection to occur for themselves and others. The results did show evidence of transformative learning and collaborative problem solving. Members of a learning community learned new frames of references through their participation in a modestly developed problem solving process and as a result of their own readiness and openness to changing their frame of reference developed from insights that evolved from shared group experiences. Without a clearly developed and maintained process, PLCs demonstrated less evident or developed elements of collaborative problem solving. Without strong direction and effective facilitators, teachers did not consistently and broadly use a collaborative problem solving process. A theoretical model of transformative learning and collaborative problem solving emerged that principals and leaders of high school redesign can use to better facilitate the changes being asked of their teachers

Learning Latent Representations for Speech Generation and Transformation

An ability to model a generative process and learn a latent representation for speech in an unsupervised fashion will be crucial to process vast quantities of unlabelled speech data. Recently, deep probabilistic generative models such as Variational Autoencoders (VAEs) have achieved tremendous success in modeling natural images. In this paper, we apply a convolutional VAE to model the generative process of natural speech. We derive latent space arithmetic operations to disentangle learned latent representations. We demonstrate the capability of our model to modify the phonetic content or the speaker identity for speech segments using the derived operations, without the need for parallel supervisory data.Comment: Accepted to Interspeech 201