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Professional Learning Community

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Amber Tisdale

on 19 May 2015

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Transcript of Professional Learning Community

Promoting and development of teachers as collaborative leaders and learners.
Leadership teams will participate with all members of the school to receive feedback and input about the vision of the school
Reflection of where the school currently is at
Reviewing and developing a plan of action to achieve shared vision

Laying the Foundation of a PLC
A major benefit of using the PLC model is that when teachers collaborate more they work together to identify at-risk students, and teams problem-solve to intervene for each student (Rentfro, 2007).
Effective Communication
Using School Improvement Goals to Drive Team Goals
Grade level teams need to determine what standards hold highest importance
How do these standards build upon one another
What gaps exist within the current curriculum
What is being taught that can be exempt
Teacher creation of common formative assessments for all standards
Teacher clarification of criteria to monitor student success

Clearly Defined Outcomes
Building a
Professional Learning Community

Amber Tisdale
CUR 550
May 18, 2015
Prof. Jamie McClure

“In professional learning communities (PLCs), members are committed to achieving desired results and are hungry for evidence that their efforts are producing the intended outcomes” (DuFour, 2010, p. 183).
Monitoring Each Student's Learning
Building a Collaborative Culture
Steps to building a collaborative culture:
Define collaborative teams
Develop essential questions
Monitor team work
Develop team norms
Increase emotional awareness
Staff development of conflict resolution

Teams should:
Create Common Formative Assessments
Establish criteria for success
Collect and analyze initial data
Determine next steps to increase student success
Collect and analyze intervention/enrichment data
Analyze increased end-of-year results for all students
Turning Data Into Information
Systematic Intervention
To provide systematic interventions PLC's must:
Research tiered instructional models
Implement evidence and research based instruction
Provide ongoing assessment and progress monitoring
Collaborate with teammates on interventions and smaller groupings
Use data to make decisions for systematic interventions
“Learning communities are best defined as ongoing groups…who meet regularly for the purposes of increasing their own learning and that of their students” (Lieberman, Miller, Wiedrick, & VonFrank, 2011, p. 1).
First steps in laying the foundation of a PLC:
To achieve effective communication:
Structures and processes need to be officially realigned
Resources need to be readily available
Time needs to be reallocated
A reward system established to reward those following the new processes to be incorporated

One of the main advantages of a PLC is that all parties including, administrators, teachers, students, parents, and other community members share the same values, goals, and mission of the learning community.
Create common formative assessments
Determine criteria for success
Analyze student work
Ensure equal expectations of learning for all students.

According to Weber (2011), Educators frequently struggle with teamwork, sharing resources, and working with a coworker who views teaching and learning from a different lens (para. 3).
Reaching School Improvement Goals:
Shared vision & mission
Stated school improvement goals
Team SMART Goal established
Strategic & Specific
Measurable
Attainable
Results Oriented
Time Bound
Data is useless unless it is turned into relevant information. Educators should collect and analyze data in a timely manner.
References
DuFour, R. (2005). On Common Ground. Retrieved from The University of
Phoenix eBook Collection database.

Lieberman, A., Miller, L., Wiedrick, J., & von Frank, V. (2011). LEARNING
COMMUNITIES: The starting point for professional learning is in schools and classrooms. Journal of Staff Development, 32(4), 16-20. Retrieved from http://search.proquest.com/docview/886978561?accountid=35812

Rentfro, E. (2007, Winter). Professional Learning Communities Impact
Student Success. Leadership Compass, 5(2), 1-3.

Weber, S. (2011). Five Dysfunctions of a Professional Learning Community.
Retrieved from http://www.wholechildeducation.org/blog/five-dysfunctions-of-a-professional-learning-community
Full transcript