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    What Is A PLC?

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    isis670
    This document provides an overview of professional learning communities (PLCs). It discusses how PLCs are groups of educators who work collaboratively through ongoing inquiry and action research to achieve better results for students. The key aspects of PLCs covered are: having a shared purpose of high levels of learning for all students, making commitments to achieve the shared vision, creating structures and culture to ensure all students learn, identifying goals and indicators to monitor progress. Benefits listed include increased student achievement, higher quality problem solving, more support for teachers. The document provides guidance on establishing team norms to guide effective collaboration in PLCs. It outlines an activity for teams to choose learning targets in their academic focus area and sign up to work on targets

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    What Is A PLC?

    Uploaded by

    isis670
    69 views19 pages
    This document provides an overview of professional learning communities (PLCs). It discusses how PLCs are groups of educators who work collaboratively through ongoing inquiry and action research to achieve better results for students. The key aspects of PLCs covered are: having a shared purpose of high levels of learning for all students, making commitments to achieve the shared vision, creating structures and culture to ensure all students learn, identifying goals and indicators to monitor progress. Benefits listed include increased student achievement, higher quality problem solving, more support for teachers. The document provides guidance on establishing team norms to guide effective collaboration in PLCs. It outlines an activity for teams to choose learning targets in their academic focus area and sign up to work on targets

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    What is a PLC?

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    This document provides an overview of professional learning communities (PLCs). It discusses how PLCs are groups of educators who work collaboratively through ongoing inquiry and action research to achieve better results for students. The key aspects of PLCs covered are: having a shared purpose of high levels of learning for all students, making commitments to achieve the shared vision, creating structures and culture to ensure all students learn, identifying goals and indicators to monitor progress. Benefits listed include increased student achievement, higher quality problem solving, more support for teachers. The document provides guidance on establishing team norms to guide effective collaboration in PLCs. It outlines an activity for teams to choose learning targets in their academic focus area and sign up to work on targets

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PPT, PDF, TXT or read online from Scribd
    Download as ppt, pdf, or txt
    69 views19 pages

    What Is A PLC?

    Uploaded by

    isis670
    This document provides an overview of professional learning communities (PLCs). It discusses how PLCs are groups of educators who work collaboratively through ongoing inquiry and action research to achieve better results for students. The key aspects of PLCs covered are: having a shared purpose of high levels of learning for all students, making commitments to achieve the shared vision, creating structures and culture to ensure all students learn, identifying goals and indicators to monitor progress. Benefits listed include increased student achievement, higher quality problem solving, more support for teachers. The document provides guidance on establishing team norms to guide effective collaboration in PLCs. It outlines an activity for teams to choose learning targets in their academic focus area and sign up to work on targets

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PPT, PDF, TXT or read online from Scribd
    Download as ppt, pdf, or txt
    of 19

    Professional Learning Communities

    Powerpoint created by Scott Swanson, Traci Schutt


    and the PLC Committee

    All materials come from “Professional Learning Communities at


    Work” Summer Institute 2009
    (Buffum, DuFour, DuFour, Eaker, Erkens, Parscale)
    Educators committed to
    working collaboratively in
    ongoing processes of
    collective inquiry and
    action research in order to
    achieve better results for
    the students they serve.
    Purpose
    We ensure high levels of learning for
    all students.

    Commitment
    We clarify how individually we will
    contribute to achieving our vision.

    Vision
    We create the structures and culture
    to ensure all kids learn.

    Goals
    We have identified indicators to
    monitor our progress.
    We don’t
    “do” PLCs,
    we
    BECOME
    By being passionate that all kids learn at
    high levels

    By creating group norms by which to collaborate

    By creating learning targets in our area of focus

    By making goals to improve student learning

    By using data through formative and summative


    assessments

    By responding to student needs when they don’t learn

    By keeping an open-mind to new ideas


    Gains in student achievement

    Higher quality solutions to problems

    Increased confidence among all staff

    Teachers able to support one another’s strengths and


    accommodate weaknesses

    Ability to test new ideas

    More support for new teachers

    Expanded pool of ideas, materials, and methods

    -Judith Warren Little (1990)


    “A systematic process in which we
    work together, interdependently,
    to analyze and impact professional
    practice in order to improve our
    individual and collective results.

    -DuFour, DuFour, &


    Eaker (2002)
    TEAM
    NORMS!
     Collaboration with a FOCUS ON
    LEARNING.
     Time for collaboration during the school
    day and school year.
     Focus teams on CRITICAL QUESTIONS.

     Make products of collaboration explicit.

     Establish team norms to guide


    collaboration.
    Having clear norms holds
    everyone accountable to
    what they have agreed
    upon.
     Each team establishes its own norms.
     Norms are stated as commitments to act
    or behave in certain ways.
     Norms are reviewed at the beginning and
    end of each meeting until internalized.
     Less is more! A few key norms are better
    than a laundry list.
     Violations of norms must be addressed.
     Are we clear on the commitments we
    have made to each other regarding how
    we will work together as a team?
     Have we stated our commitments as
    explicit behaviors?
     Have we discussed how to address the
    issue if we feel someone is not honoring
    our norms?
    We will be fully “present” at the meeting by becoming familiar
    with materials before we arrive and by being attentive to behaviors
    which affect physical and mental engagement.

    We will invite and welcome the contributions of every member


    and listen to each other.

    We will be involved to our individual level of comfort. Each of us


    is responsible for airing disagreements during the meeting rather
    than carrying those disagreements outside our meeting.

    We will operate in a collegial and friendly atmosphere.

    We will keep confidential our discussions, comments, and


    deliberations.

    We will be responsible for examining all points of view before a


    consensus is accepted.
    1.Meet as an assigned team to
    participate in the “creating
    norms” activity.

    2.Meet back as a staff to discuss.

    3. Discuss any questions.

    4. Plan for the next meeting.


    Learning targets in
    your academic focus.
    ~For our next meeting, we will meet together
    in chosen teams to look at our curriculum and
    choose agreed upon learning targets.

    ~Are you in a team that shares curriculum?

    ~Discuss where you best fit.


    Please sign up on a “team
    sheet” to show where you
    and others have placed
    yourselves to work on
    learning targets of shared
    curriculum.

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