Is a PLC a More Efficient Way to do Things for Teachers?
I have had the opportunity to attend two conferences that focused on the implementation of the Professional Learning Community process. The first conference took place in California in July and the second location was a November event in Ontario, Canada. Both events strengthened my belief in the PLC process and prepared me to help shape this process at Athena. Before I attended the conference in July, I’m not sure that I would have answered “yes” to my principal’s question. I think its easy to view the PLC process as just another initiative that your district is making you do. Make no mistake, this process could definitively be a waste of time if not truly endorsed and supported by teachers and administrators. This is the difference between “doing” PLCs and “being” a PLC.
The PLC process is “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” (DuFour, DuFour, Eaker, & Many, 2010, p. 11). My PLC meets bimonthly to discuss best practice, analyze common formative assessment (CFA) data, and focus on student learning. The CFA data is analyzed to determine which students need additional time and instruction on a certain topic and to identify the teaching strategies that proved to be effective.
Two (of many) reasons why I endorse the PLC process are that I believe in the 3 big ideas that drive the work of a PLC and the 4 critical PLC questions. These essential pieces of the PLC framework are clear and powerful ways that serve as the foundation to my educational practice.
The 3 Big Ideas that Drive the Work of a PLC:
- The purpose of our school is to ensure all students learn at high levels.
- Helping all students learn requires a collaborative and collective effort.
- To assess our effectiveness in helping all students learn we must focus on results–evidence of student learning–and use results to inform and improve our professional practice and respond to students who need intervention or enrichment.
- What do we expect students to learn?
- How will we know when they have learned it?
- How will we respond when they don’t learn?
- How will we respond when they already know it?
Please comment below! I would enjoy hearing your thoughts.
Posted on May 24, 2012, in Research & Strategies and tagged 3 Big Ideas that Drive the Work of a PLC, 4 Critical PLC questions, collaboration, DuFour, PLCs, professional learning communities. Bookmark the permalink. Leave a comment.