This role can be permanent or can rotate, depending on the wishes of your group. IÂ recommend clear decision-making process like the Gradients of Agreement structure, which allows for decision making that honors the Groan Zone and divergent thinking while still moving toward convergent thinking and consensus decision-making. You will be developing a classroom and school climate in which mistakes and successes alike are opportunities to learn. âHigh performing schools help teachers improve instruction by learning â¦ See if any of them are interested in joining a PLC investigating differentiated instruction, and if they have suggestions for others you might contact. Teachers identify what is hard to teach and what is hard to learn in the standards so that they can anticipate interventions and extensions. At this â¦ PLCs are a continuous, collaborative process in which educators conduct "recurring cycles of collective inquiry and action research" to improve outcomes for students. Phone Copyright © 2009 by ASCD. We will meet regularly, and work between meetings, with these goals: When and Where: Our first meeting is ___________________________. Connect regularly with other educators and continue personal career development through professional learning communities (PLCs) in Microsoft Teams. See figure 0 for an example. Your group should specifically decide on a facilitator (or two) and should, at each meeting, assign any other cooperative role (for example, recorder) for the meeting in progress and any âhomeworkâ roles and responsibilities for the following meeting. Questioning is the hallmark of an inquiry approach. Hold an open house. Many teachers work to guide students to take academic risks that will help them learn. Professional Learning Community An Overview PreVieW oF the chaPter Today, a great deal is known about what leads to school improvement and about the change process in schools. Professional Learning Communities at Work Plan Book 2006 Solution Tree 6 Sample Meeting Record page 1 Sample Meeting Record Page 2 Topic Discussion Points Decisions Issues/Ideas for Future Meetings: Assignments: What Who When People use this term to describe every imaginable combination of individuals with an interest in educationâa grade-level teaching team, a school committee, a high school department, an entire school district, a state department of education, a national professional â¦ The answer may be found in the collaboration achieved in professional learning communities (PLCs). For example, teachers often say they already share their learning targets with students, or give clear feedback, and the like. Professional learning within communities requires continuous improvement, promotes collective â¦ A professional learning community (PLC) involves much more than a staff meeting or group of teachers getting together to discuss a book theyâve read. Everyone in a school environment benefits from a Professional Learning Community. Before we launch into the logistics, the how-tos, andâto be honestâthe work involved in professional learning communities, it's important to focus on this promise of adventure. Can schools apply that idea to teacher learning as well? Teachers and administrators sustain vital aspects of school culture. â¦ Teachers and administrators develop a shared language and shared standards for practice and student outcomes. Alexandria, VA 22311-1714. Sam Kaner coined the term Groan Zone to describe the space between a problem being posed and a solution being reached, and he described the divergent and convergent thinking that occurs there. A successful PLC requires teachers to take the time to meet for discussion and to work between meetings to read informational pieces and reflect on them and to try things in the classroom and collect evidence about the results. According to Lencioni (2007), a lack of trust "occurs when team â¦ Make announcements and distribute flyers. A smaller group within an existing group may decide they have a mutual interest in investigating differentiated instruction. Form PLC teams around interest areas, grade levels, or across subjects. What can you expect to happen as a result of your PLC work? Have a discussion at the beginning of the first meeting about ground rules for group meetings. Ask people. Finally, distribute a handout with a summary of the information and a way for teachers and administrators to indicate their interest. The answer may be found in the collaboration achieved in professional learning communities (PLCs). Professional learning communities are not instructional frameworks, meeting times, or simply groups of people who care about students. Such a handout can be distributed in school mailboxes to those who were not present at the meeting. It is a matter of inquiry to what extent students do understand learning targets and feedback, and to what extent such practices can be improved or more tailored to specific student needs. Peer observation will help verify your successes and provide feedback for practices that could be improved. The resources included in this toolkit are intended to help you meet the challenges presented by todayâs educational landscape through effective professional learning â¦ Monday through Friday They have been found to be characteristics of successful professional learning communities (Easton, 2008; McLaughlin & Talbert, 2006): Most meetings will have an agenda something like the following. You're probably already a member of one, especially considering that 83.5 percent of respondents to Schoology's 2018 Global State of Digital Learning Report agree that PLCs are effective tools for professional development.. That's not entirely surprising, given that PLCs have arisen at time when traditional professional â¦ PLCs can make this happen by having teachers collect evidence from common assessments and using data protocolsÂ to determine which strategies were most effective. A PLC is constantly trying out new strategies to improve student learning, so individuals within the team must be given space to innovate. Consequently, student learning is both the foundation and evidence of an effective PLC. Members can rate videos and engage in discussions in the community forum. When initiating a new PLC cycle, encourage teachers to begin by asking, âWhatâs going on â¦ This is where the PLC should be only loosely aligned. Iâve heard administrators use the term âcommon experienceâ when setting expectations for teaching and learning. A Professional Learning Community (PLC), as we will use the term in this workbook, has the following attributes: In this case, the shared goals should be something like. 6. However, by agreeing as a team on what should be tightly aligned, we can set the stage for teacher autonomy and exploration of the art of teaching and instructional practice. Whether it be in a single school or online, in study groups, action research teams, communities of practice, or conversation circles, educators working together with â¦ We The Teachers - Created specifically for teachers, this online community provides â¦ 8:00 a.m.-6:00 p.m. Reading and classroom undertakings without taking the time to reflect, share, and learn from them is likewise pointless. A professional learning community (PLC), is a group of educators that meets regularly, shares expertise, and works collaboratively to improve teaching skills and the academic performance of students https://bit.ly/2wJKpiv. Sometimes teachers in a PLC are afraid to engage in conflict or explore different ideas, worrying that even productive conflict signals that one is ânot a team player.â Conversely, teachers may feel pressured to get work done and feel they donât have time to spend in conflict. This clarity can make space for open conversation. If managed well, these teams can help teachers innovate in the classroom and improve student outcomes. To increase teacher knowledge, understanding and skill in differentiated instruction. All rights reserved. There should be plenty of room for everyone. Two recommended patterns are. To increase our knowledge and skill in differentiated instruction, and. PLCs are the lifeblood of innovation and risk taking in school. In the current literature, there is exten-sive discussion of the learning community as an effective model for foster- Each group needs at least one logistical facilitator or coordinator who reminds members before each meeting, sets agendas, reserves space and sees to other logistics as needed, and collects any materials needed (for example, copies of readings). Your school or district may already have groups that meet regularly. This can lead to situations where team members have a facilitator who is strongly advocating for an idea rather than allowing for all voices to be heard, and team members may not feel safe to speak up or take risks. The schoolâs curriculum, instructional design, and assessment practices are monitored through â¦ Here youâll find samples of tools you can copy and distribute freely within your team, school, and district to guide your work. The Big 3: 1. This is why you are here. A smaller group within an existâ¦ Itâs important that teachers in a team have that clear understanding of purpose so that everyone feels safe to take risks. Ask people. Professional Learning Communities, or PLCs, have become crucial in designing school-wide strategies dedicated to helping students achieve their potential. Invite people to the meeting using either of the methods above, and specify that it will be an informational meeting only. Each of these five activitiesâbook studies, looking at student work, learning walks, lesson studies, and developing consistent â¦ Select the strategy (or strategies) that are most appropriate for your situation. 1703 North Beauregard St. A professional learning community, or PLC, is a group of educators that meets regularly, shares expertise, and works collaboratively to improve teaching skills and the academic performance of students. 1703 North Beauregard St. They examine evidence about the relationship between teacher practices and student outcomes. Building principals and other district administrators are good sources of names. Do not say âI already do thatâ as a first response. Each group also needs a meeting facilitator, who keeps meetings moving, monitors participation for adherence to ground rules, and the like. Within various session activities, leadership of discussion and provision of content should rotate, and should be mutually agreed on before the next meeting. This is important both for continuity of content and also for the creation of a group atmosphere that fosters open discussion. Many school systems are adopting the PLC model so that schools can be places of learning, for both students and teachers. The term is also applied to schools or teaching faculties that use small-group collaboration as a form of professional development. The Professional Learning Community Guidance Document: Instructional Team Guidelines and Responsibilities for Establishing and Maintaining Professional Learning Communities is intended as a reference tool to frame the work of developing and strengthening instructional teams at the school level. EdutopiaÂ® and Lucas Education Researchâ¢ are trademarks or registered trademarks of the George Lucas Educational Foundation in the U.S. and other countries. New educators can be added at any time, and team members can share files and collaborate in channels, â¦ Teachers build and manage various kinds of knowledge: knowledge about content and pedagogy and the skills to use this knowledge in practice. Professional Learning Communities Defined. Collaboration 3. Professional learning communities (PLCs) have emerged as perhaps the best, most agreed-on means of continual improvement in instruction and student performance. Tri-City United Public Schools is a Professional Learning Community dedicated to high levels of learning for all students. What: A group of four to six studying and trying out differentiated instruction strategies in the classroom. Peer observation will give you a âsecond pair of eyesâ to look at what you are doing. If you are reading this workbook, you may already have committed to becoming a member of a PLC investigating differentiated instruction. This process allows teachers to try new teaching practices and discover whatâs working and what isnât. Professional Learning Communities provide this structure, giving teachers the time and space to work together on a common goal. PLCs are not a zero-sum game where if one person gets time, energy, or commitment another loses it. Welcome! Why PLCs? Ask for time at a faculty meeting or other gathering to make an informational announcement and do recruiting. A team might read and discuss articles or books. This is a bigger deal than you might think, as you will find when you and your colleagues begin to discuss what things mean in the course of your PLC work. Develop an ethic of commitment, as well, sharing your time, energy and resources for the good of the group. You might choose to meet twice a month (or every 2 weeks), using the first session of each month to review readings and do content-based activities and the second session to discuss reports of classroom activities and the student work that resulted. Meeting without anything substantial to discuss is pointless. Create learning environments that promote high levels of learning and achievement for all students. Every group member should have such a responsibility at least once during the year. Teams determine the topics they want to learn and the methods they want to use to gain the knowledge. For example, if a group is considering replacing suspension with community service, the community can provide ideas. There is no learning without wondering. Once a month. This is why you are joining a professional learning community. MISSION: ASCD empowers educators to achieve excellence in learning, teaching, and leading so that every child is healthy, safe, engaged, supported, and challenged. Itâs important to note that parts of this process call for tight alignment between teachers and donât allow for the creativity and autonomy teachers may be used to. Identify a time and place for an open-house style meeting to explore the PLC as an option. Develop an ethic of sharing. The idea of using a learning management system (LMS) to deliver professional learning and development to K-12 educators is not newâbut itâs not quite mainstream, either. Although this is grounded in wanting to ensure student success through consistency, it can stifle innovation, and one of the purposes of a PLC is to try out new strategies. Give as many details as you can and also stress that some of the details will be worked out collaboratively at the first meeting. Focus on results What is Collaboration: A systematic process in which we work together interdependently, to analyze and impact professional practice in order to improve â¦ A learning team constantly engages in a cycle of learning: analyzing data, setting goals, and learning individually and collaboratively, as well as implementing and adjusting practices to meet the needs of all learners. First and foremost, changes should improve teaching and learning for the particular students in their classroom. Work with administrators, as well, on PLC logistics. Alexandria, VA 22311-1714. If you are reading this workbook, you may already have committed to becoming a member of a PLC investigating differentiated instruction. They should know whether it is possible to arrange for release time or other contractual benefits for participation in the PLC and how to arrange those. The number could be flexible, of course, but it needs to be large enough to bring a diversity of perspectives and experiences to the table and small enough to allow specific discussions of each member's work. 5. Where will you find others interested in such a commitment? Lack of Trust. Welcome to an adventure! Introduce the topic of differentiated instruction so people can make an informed decision about whether they would like to participate. Professional Learning Communities help focus everyone towards the common goal of improving student learning. Professional learning gives educators the opportunity to better prepare for these tech-savvy classrooms, and mirrors active learning methods that also benefit students. Let's look at the definition a piece at a time. Here are three strategies. If you can manage to have an even number of participants, colleagues can work in pairs between sessions, which has added benefits: it decreases the number of projects to be discussed at any one time and it increases the options available for working on the projects. No part of this publication—including the drawings, graphs, illustrations, or chapters, except for brief quotations in Why is it important to meet regularly and to work between meetings? In some cases, "teacher communities are not as robust as cross-role communities," says Giselle Martin-Kniep, founder of Communities for Learning: Leading Lasting Change. Use these resources to inspire, organize, plan, measure, and celebrate your PLC journey. A group of four to six teachers or administrators. PLC make this happen by prioritizing standards using specific criteria and then unpacking those standards, analyzing the nouns and verbs in the standards to understand which skills and concepts students will need to learnÂ in order to be successful. She would be responsible for bringing to the group the questions she wanted to discuss. The PLC is designed for teacher learning, and thus the team must balance risk taking and teacher autonomy with shared expectations for student learning. Collaborate and communicate with students, parents, other educators, administrators and the community to support student learning Professional learning communities are a vehicle for connecting teacher practice and student outcomes, improving both. 1. In order to achieve success for students, we do need some common practices. It has been interesting to observe the growing popularity of the Professional learning that increases educator effectiveness and results for all students occurs within learning communities committed to continuous improvement, collective responsibility, and goal alignment. PLCs can make this happen with clear norms as well as protocols to ensure that all voices are heard and that it is safe to engage in this conflict.Â Itâs also helpful to make sure the projected outcome of a meeting is clear: Are we âgenerating ideasâ or âmaking a decisionâ? As teachers, a strategy we often use is placing our students into groups to collaborate to â¦ Professional learning community (PLC) schools start from a simple idea: students learn more when their teachers work together. Organizing your meeting should include attention to scheduling, attendance, roles, and ground rules. Professional learning communities and collaborative structures like these provide a mechanism for teachers, principals, and other staff to make the improvement of student learning a priority. (facilitator leads). How often will you meet, and where and when? Here are three strategies. It would be wise to have an explicit expectation that all members commit to attending all sessions except, of course, for emergencies. If you are a teacher interested in not only developing your classroom repertoire but also increasing your students' achievement and motivation, you are in for a treat. Professional learning communities are strengthened when educators collaborate and share solutions. Having others in your classroom is OK. Education-Related Learning Communities. Select the strategy (or strategies) that are most appropriate for your situation. Decide whether you will ask for a decision about participation at the end of the meeting or by a certain time in the future, and make sure those who attend the open meeting know how they should indicate whether they would like to commit to participation. 4. The PLC model is grounded in the assumption that building teachersâ competencies will lead to improved academic, behavioral, or social outcomes for students. To increase student motivation and achievement as a result. You will be developing a classroom and school climate in which learning is more about increasing student understanding of a topic than about the good grades that result. TeacherTube - TeacherTube is an online community for educators and other people who want to share instructional videos. Subscribe to ASCD Express, our free email newsletter, to have practical, actionable strategies and information delivered to your email inbox twice a month. For example, two teachers can try the same strategy in their classrooms, observe each other, and reflect on the strategy in the context of two different teachers and two groups of students. PLCs are working groups. Site-based Collaborative Learning Teams meet weekly to implement a Guaranteed and Viable Curriculum to Plan student learning experiences, Assess student competency of Minnesota state standards, â¦ Asking why, asking for evidence (âhow do you know that?â), and the like are not personal challenges. That would allow you plenty of time in between to read, reflect, try things in your classroom, and collect student evidence. A professional learning community, or PLC, is an organizational structure by design that meets regularly, shares expertise, and works collaboratively to improve teaching skills and the academic performance of students. PLCs allow educators opportunities to directly improve teaching and learning. PLCsâwhich harness âan ongoing process in which educators work collaboratively in recurring cycles of collective inquiry and action research to achieve better results for the students they serveââare a common and proven practice to promote teacher collaboration that increases student achievement. Some examples include: a 2-hour introduction to using protocols to promote teacher collaboration for a school staff; a one-day session for building-level administrators on how to support professional learning community efforts in their schools; a follow-up retreat for trained coaches from one school or district to provide PLC â¦ In once a month meetings, your group will not exhaust all there is to talk about under each topic and all the teacher reflections and student work there is to process. It takes both. To: Join a Professional Learning Community Investigating Differentiated Instruction. The meeting facilitator role may be performed by the same person who handles the logistics or by another individual. Each meeting should end with setting the agenda for the next meeting and a âWhat did I learn today?â wrap-up. Try for general expectations that will help build an open and inquiry-oriented community, not narrow ârules.â Your group will decide on its own ground rules, but we urge you to consider these as possibilities. Professional Learning Communities (PLCs) seem to be everywhere these days. It is OK to question. Wrap-up; What did I learn? Ken Dirkin Dirkin is the Director of Online Professional Learning at Michigan Virtual , a nonprofit provider of digital learning solutions for critical reviews or articles—may be reproduced or transmitted in any form or by any means, electronic or mechanical, In them, teachers work collaboratively to reflect on practice. Learn more about our permissions policy and submit your request online. Professional learning communities (PLCs) are an approach to school improvement where groups of teachers work collaboratively at the school level to improve student outcomes. Typically, a professional learning community consists of a team of teachers that meets regularly to learn new topics, share ideas, and problem solve. If facilitators need to advocate, they should select someone else to facilitate, in order to continue to balance advocacy for new ideas against team consensus and integration. When structured well, they can be teams that constantly learn together and work to discover what is best for students. This can happen, for example, if PLCs focus too heavily on common assessments and a common understanding of what students are learning, leading to common everythingâstudents getting the same lesson plan in each class. The idea of improving schools by developing professional learning communities is currently in vogue. The first response stance, to any topic, should be âLet's see what we can find out about that.â, Review of roles and expectations (as needed), Sharing and reflecting on classroom experiences and reviewing student work (one or more responsible for preparing), Introduction of new topic (facilitator responsible), Identify what to read and reflect on before next meeting, Make commitments about classroom activities all will try and who will be responsible for presenting at the next meeting, If pairs are not permanent features of your group, identify who will work with whom for classroom trials. Learning together becomes a schoolwide value. Peer observation should be done in a nonjudgmental fashion. When PLCs function well, they accomplish more than just the specific teaching and learning goals the PLC set out to investigate. Where will you find others interested in such a commitment? Your school or district may already have groups that meet regularly. In PLCs, the fundamental questions teachers explore are: âWhat do we want students to learn?â and âHow will we know if they have learned it?â These questions are foundational to any PLC, as they require teachers to come to a common understanding of the learning as well as common assessments that check for understanding. Plan and deliver effective instruction that advances the learning of each individual student. It is a good idea to have a recorder to take notes on the discussion. PLCsâwhich harness âan ongoing process in which educators work collaboratively in recurring cycles of collective inquiry and action research to achieve better results for the students they serveââare a common and proven â¦ However, the facilitators or leaders of those teams may be torn between advocating for ideas and managing the complex process of moving the team forward. 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