Peer observation will give you a âsecond pair of eyesâ to look at what you are doing. Teachers build and manage various kinds of knowledge: knowledge about content and pedagogy and the skills to use this knowledge in practice. See if any of them are interested in joining a PLC investigating differentiated instruction, and if they have suggestions for others you might contact. 4. 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). PLCs are a continuous, collaborative process in which educators conduct "recurring cycles of collective inquiry and action research" to improve outcomes for students. 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. Make announcements and distribute flyers. Address But productive conflict can allow us to build better ideas and stronger teams, and PLCs should embrace productive conflict and create a space for it in order to innovate. 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. 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. 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. When PLCs function well, they accomplish more than just the specific teaching and learning goals the PLC set out to investigate. We The Teachers - Created specifically for teachers, this online community provides ⦠PLCs can make this happen by having teachers collect evidence from common assessments and using data protocols to determine which strategies were most effective. 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. Professional learning communities are strengthened when educators collaborate and share solutions. Your school or district may already have groups that meet regularly. 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. If you are reading this workbook, you may already have committed to becoming a member of a PLC investigating differentiated instruction. Select the strategy (or strategies) that are most appropriate for your situation. 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. Itâs also helpful to make sure the projected outcome of a meeting is clear: Are we âgenerating ideasâ or âmaking a decisionâ? Each meeting should end with setting the agenda for the next meeting and a âWhat did I learn today?â wrap-up. Professional learning communities are a vehicle for connecting teacher practice and student outcomes, improving both. Reading and classroom undertakings without taking the time to reflect, share, and learn from them is likewise pointless. Learn more about our permissions policy and submit your request online. When initiating a new PLC cycle, encourage teachers to begin by asking, âWhatâs going on ⦠The schoolâs curriculum, instructional design, and assessment practices are monitored through ⦠See figure 0 for an example. 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 ⦠Many teachers work to guide students to take academic risks that will help them learn. 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 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. Phone Give as many details as you can and also stress that some of the details will be worked out collaboratively at the first meeting. The PLC is designed for teacher learning, and thus the team must balance risk taking and teacher autonomy with shared expectations for student learning. She would be responsible for bringing to the group the questions she wanted to discuss. Alexandria, VA 22311-1714. For example, teachers often say they already share their learning targets with students, or give clear feedback, and the like. Copyright © 2009 by ASCD. That strikes me as going too far. Professional Learning Communities provide this structure, giving teachers the time and space to work together on a common goal. Why PLCs? 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. Teachertube - teachertube is an online community for educators and other people who to! 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