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Professional Learning Communities Overview
On-Site Professional Development
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FUNDAMENTAL ASSUMPTIONS We can make a difference –
our schools can be more effective.
People improvement is the key to school improvement.
Significant school improvement will impact teaching and learning.
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Characteristics of PLCs Shared mission, vision, values,
goals Collaborative teams focused on
learning Collective inquiry into “best
practice” and “current reality” Action orientation /
experimentation Shared person practice and
reflection Results orientation
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Teachers in PLCs Emphasize learning rather than
teaching Emphasize active student
engagement with significant content
Focus on student performance and production
Routinely collaborate with colleagues
Are students of teaching / research
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Classroom Practices
Instruction is guided by a preplanned curriculum
Students are orientated to lessons Instruction is clear and focused Progress is monitored closely Class time is used for learning Classroom routines are smooth
and efficient
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Team Meeting Focus - What you do in a PLC meeting
Analyze student assessment data Examine best practice Examine student work Share research Reflect about learning Develop artifacts for portfolios Develop common assessments Show continuous improvement
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Critical Questions to ask in PLCs What is it we expect students to
learn? How will we know when they have
learned it? How will we respond when they
don’t? How will we respond when they
do?
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Results for School Improvement Shared decision-making and
teamwork Effective, efficient meetings Focus on goals Excitement and support Continuous improvement Results orientation
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Investment
“You cannot have students as continuous learners and effective collaborators, without teachers having the same characteristics.
Michael Fullan
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Collaborative Teams
Grade-level or subject area Shared students School-wide task forces Professional training (i.e. teaching
strategies, differentiated instruction, portfolio development)
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Steps for setting up a school based Professional Learning Community (PLC)
1. The school principal and Teacher Quality & Retention Administrator (TQR) should approve the concept for each PLC to be formed on the campus. The PLC should be based on SIP goals and part of the school staff development plan.
2. A facilitator should be chosen for each PLC to facilitate the work of the team and the paperwork.
Continued….3. The facilitator and TQR should
complete the Training Application (MIS 64-048) and send it to the Staff Development Office for approval and entry on ESchoolSolutions.
Note: The title of the PLC should reflect the topic of study and the Component # should fall under an approved inservice component of the same topic.
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4.The facilitator prints out a sign-in sheet, prepares agendas and meets with the PLC on a regularly scheduled basis of up to ten (10) hours.
5.Once the work/learning of the PLC is complete, the facilitator completes MIS 64038 to receive points and to report progress of the team.
6.The facilitator attaches MIS 64038 to the sign-in sheet and turns in both to the TQR administrator
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Finally……
7.The TQR will complete the bottom of the Training Application (MIS64048) and send all in to the Staff Development Office for the processing of MIP points.
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For additional resources http://www.nsdc.org/standards/lear
ningcommunities.cfm
http://www.sedl.org/pub/change34 www.nesonline.com http://www.allthingsplc.info Getting Started: Reculturing
Schools to Become Professional Learning Communities by Robert Eaker and Richard DuFour
Whatever It Takes by Richard DuFour.
