RSA 1: Professional Learning Communities

RSA 1: Professional Learning Communities

Online Resource:

1.      http://www.eric.ed.gov/PDFS/EJ810651.pdf

2.       http://www.centerforcsri.org/plc/program.html

3.       http://www.idra.org/IDRA_Newsletter/April_2012_Curriculum_Quality/Professional_Development_in_the_21st_Century_Part_I%29/

Through the text book readings and journal articles, we are reminded that the PLCs are designed to improve student results. It has been perceived that schools need to correct their results with picking the correct curriculum, using the right teaching strategy, and preparing the perfect schedule.  We are reminded in Dufour’s (2004) textbook, Educational Leadership; schools only continuously improve if they switch their focus from inputs to outcomes and from activities to results. 

Additionally, the Center for Comprehensive School Reform and Improvement (2009) outlines various other definitions of PLCs. PLCs are also known as a group of people sharing and critically interrogating their practice in an ongoing, reflective, collaborative, inclusive learning-oriented and growth-promoting way. This definition correlates to Dufour’s belief that educators need to start critiquing the way they are instructing in order to change results of the students.

In order to achieve these results in the assigned PLC, staff will need to create a results orientation.  In forming a results orientation, PLCs will define their SMART goals that specifically align with the goals of the school and district. Goals are continuously maintained and changed based on student results.  The biggest challenge that teachers face is being able to score results quickly along with their daily classroom expectations. In addition, finding the time to discuss those results within a reasonable time frame can be difficult at the beginning of this process.

McLaughlin and Talbert (2006) offer this definition: “teachers work collaboratively to reflect on practice, examine evidence about the relationship between practice and student outcomes, and make changes that improve teaching and learning for the particular students in their classes”. This definition reinforces the ideas that Dufour presented in the chapter readings. In order for PLCs to continuously grow with new formative assessments to reach desired SMART goals, PLCs will need to work together in teams and be given support from department chairs and administration.

References

DuFour, R. (2004).  What is a "professional learning community?"  Educational Leadership,             61(8), 6-11.

McLaughlin, & Talbert (2006). Building school based teacher learning communities: 

Professional strategies to improve student achievement. New York: Teachers College

           

 Press.

"Professional Learning Communities - What Is a PLC?" Professional Learning Communities -                   What Is a PLC? Learning Point Associates, Mar.-Apr. 2009. Web. 31 Jan. 2015.

Servage, Laura. "Critical and Transformative Practices in Professional Learning Communities."     Teacher Education Quarterly 35.1, Communities of Practice (2008): 63-77. Web.