An ongoing process in which educators work collaboratively in recurring cycles of collective inquiry and action research to achieve better results for the students they serve. Professional learning communities operate under the assumption that the key to improved learning for students is continuous job-embedded learning for educators. Read what advocates say about the impact of PLCs.
It has been interesting to observe the growing popularity of the term professional learning community. In fact, the term has become so commonplace and has been used so ambiguously to describe virtually any loose coupling of individuals who share a common interest in education that it is in danger of losing all meaning.
Thus, we begin with an attempt to clarify our meaning of the term. To those familiar with our past work, this step may seem redundant, but we are convinced that redundancy can be a powerful tool in effective communication, and we prefer redundancy to ambiguity.
We have seen many instances in which educators assume that a PLC is a program. For example, one faculty told us that each year they implemented a new program in their school.
It cannot be purchased, nor can it be implemented by anyone other than the staff itself. Most importantly, it is ongoing—a continuous, never-ending process of conducting schooling that has a profound impact on the structure and culture of the school and the assumptions and practices of the professionals within it.
We have seen other instances in which educators assume that a PLC is a meeting—an occasional event when they meet with colleagues to complete a task.
First, the PLC is the larger organization and not the individual teams that comprise it. While collaborative teams are an essential part of the PLC process, the sum is greater than the individual parts. Much of the work of a PLC cannot be done by a team but instead requires a schoolwide or districtwide effort. Instructional leaders are classroom-based learning specialists who work directly with teachers to improve classroom practice.
They are released from classroom duties to:. Effective PLCs use data about the impact of PLC implementation on teacher practice and student perception to track progress and identify areas for improvement.
PLC leaders work with other PLC schools in their geographic area to share effective practice and solve common problems. Over time these networks of 'middle leaders' will bring together common school improvement priorities. Creating a culture of working collaboratively to continuously improve teaching and learning is at the heart of the Framework for Improving Student Outcomes FISO.
The FISO Framework is used by all Victorian government schools to focus their efforts on key areas known to have the greatest impact on school improvement. For more information, read: Framework for Improving Student Outcomes. Over the next four years, more than government schools will receive intensive implementation support that includes a comprehensive program of professional learning and expert advice from regionally-based teams.
These teams, made up of experienced educators including a dedicated PLC regional manager, advise, coach and train school and instructional leaders in all aspects of PLC implementation, including:. When this happens, teachers are faced with determining how to modify their instruction in order to achieve the desired learning outcomes. This process of trying out an instructional approach, evaluating its effectiveness, and determining next steps to further promote student learning is the core of the PLC process.
PLCs should focus their efforts on addressing questions related to student learning and create products that reflect this focus, such as lists of desired student outcomes, types of assessment tools, analyses of student achievement, and instructional strategies. PLC members should also consider how they will know if students have adequately met the goals they have set and create criteria for assessing outcomes. This cycle leads to ongoing teacher learning that is tied to what truly matters: addressing student challenges and promoting academic achievement for all students.
Berry, B. Collaboration: Closing the effective teaching gap [policy brief]. Center for Teaching Quality. Seattle, WA: Author. DuFour, R. What is a Professional Learning Community? Schools as Learning Communities, 61 8 , Hammerness, K. How Teachers Learn and Develop. In Preparing Teachers for a Changing World pp. We had no idea why we were there or what we needed to collaborate about.
Many of us began to grade papers or talk about what happened on American Idol. Later that day we were then told to submit a blog about our team meeting. Again, we didn't have a clue about why we were there or what we needed to discuss. Needless to say, we all felt like we had wasted a perfectly good day and we all agreed that our time would have been better spent working in our classrooms. The next time we met as a group we were all hesitant about attending but had been told by the administration that our presence was mandatory.
We all felt intimidated and unappreciated because again we didn't have a purpose for meeting. After reading your blog I now know that what was missing from our PLC was our mission. If the facilitators had taken the time to build a foundation for our meeting together and had given us a set purpose, we would have been eager to collaborate and plan together. Just imagine how wonderful we would have felt as professionals who are valued and respected. I would have loved the opportunity to share with my fellow teachers instead of feeling forced to sit and stare without any clue as to why I was there.
Thank you for shedding light on this crucial and valuable tool that is available for all teachers which is to learn from one another and to share our joy of being a teacher. Your article was very thought provoking. After reading your article, I can really see that there are more pros to establishing professional learning communities than there are cons.
At my previous school, the administrators were trying to iniatiate a PLC. This new proposal was met by a lot of grumbling by staff members who I think viewed it as just another task that they were being mandated to complete. At my new school, I am part of a Leadership Cadre. We meet once a week and it is afterschool and seperate from or mandated Tuesday staff meetings.
When we started our PLC, we began by each listing what we thought should be the focus for our students for the school year. We narrowed it down to three ideas and we decided that for the first year we would focus on math and then the following year, we would focus on literacy.
We are fortunate to benefit from a lot of professional development opportunities. And we are genunely excited when we meet and share our ideas, inquiries, and strategies with one another.
I have traveled from school to school as a consultant and seen different iterations of PLC. There are big differences in what I have noticed about the work the participants do together. After reading this blog I realize that on a continuum each school is somewhere within the range of doing or being and there is quite a wide range in action and results. One of the schools that I will work in next school year is involved with PLCs.
Now that I have this information I can support them in staying true to their goals and keeping an eye on their mission and vision. Dewey, Thank you very much for all your PLC information. I have felt that we were just "doing" PLC's to go through the motions and now that I have found your posting I am so relieved that this can be changed.
I am going to use your helpful techniques to bring our group to a level of "being". The guidelines that you provided were very helpful and I am relieved to know that this isn't just my school that is struggling to get a true purpose going.
I again thank you for your posting and I will post your blog for my PLC group and see what we can come up with to help adjust our PLC meetings to be a successful experience. Thanks Again, Angie. Dewey, I found your article about PLC's to be very informative. I enjoyed how you explained how to actually "be" a PLC. I feel a lot of times schools "do" a lot to help their schools look like they are a PLC without the actual results.
At my school, I feel we have many meetings that take place where teachers walk away with nothing because they feel they have been forced to attend these meetings.
For an actual PLC to take place, teachers need to feel enthusiastic and be able to walk away with new knowledge to take with them. What suggestions can you offer to help get a PLC started? Dewey, I found your article about PLC's to be very profound. While we meet collaboratively, collect data and develop action, I feel that our follow up and continuium is very poor.
I feel that we fall short of completing of duty as teachers to whole heartedly invest ourselves into our PLC. After teaching for ten years, my school school has always encourage PLC. In our school we are required to meet monthly to discuss student achievement, data , assessments and any matter that seems necessary to improve student achievement. This has always been a great opportunity for me to meet with my other professionals to discuss strategies that are working for me and strategies that are not working for me.
It also gives us time to reflect on our students as a whole. We value these meetings. On several occasions our principal will come and listen to our meetings. During this time if there is anything that we need to focus on as a whole he will address it. Some times when he comes by it is just to see if there is anything that he can do yo help.
As a teacher, I feel really good about the fact that I know my principal cares and wants to help his staff. My principal believes in building a solid foundation. He understands the importance of having a solid foundation and he is always looking for ways to improve student achievement.
Professional learning communities must have a solid foundation. They must allow its members to learn something that matters and is relevant to the goal of increasing student achievement. Before reading this blog I would have automatically said our district uses PLC's to their full potential. What I noticed and reflected on was the pieces we are missing.
Our district has done an amazing job at creating the foundation, but just as you stated we have lost momentum and focus. Being a member of various district leadership teams, I feel it necessary to bring up these concerns. Do you have any tips on how to take a district back from "doing" to "being"? I enjoyed what you had to say about PLC groups. PLCs have been used in my school and I found value in your suggestion of "being". Sometimes I feel it is easy to get caught up in meeting for the sake of getting things done that are asked of us.
There is no value in just completing a task without investing yourself. I have found that putting into action what we discuss in our PLC groups has really helped me to value the process and become a better professional. Thank you for validating my feelings.
I have taught in two different districts and both have utilized PLCs. Your comments have hit something that teachers and administrators struggle with as we implement and utilize PLCs. I appreciate your comments around Big Idea 1 because so many school and district leaders fail to start with this. In schools where all six ideas are embraced, the PLC is not a "required meeting" it is truly a gathering with a purpose.
Thank you for your post. I really like how clearly you presented what a PLC should look like.
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