Plc Strategies

Assuring faculty and staff will work collaboratively in a singular focus is extremely important to the success of the PLC and student achievement. The following strategies are used to support faculty and staff to improve student learning: shared purpose and vision, shared decision making, supportive environment, common staff schedule, common norms and processes. The school principal is crucial in the success of the PLCs and enhancing the schools culture. Roberts & Pruitt state, “Principals promote trust in their schools by first fostering trust between themselves and their teachers. The process starts when a principal initiates shared leadership” (2009. p.51).

Principals can engage faculty and staff by promoting shared goals to support student

learning and close achievement gaps. Principals must build trust within the staff by acting in the interest of the teachers, deferring to a team’s decision when it differs from their preferences, and setting challenging expectations with support to achievement them (Roberts & Pruitt, 2009). Using the PLC time for teachers to transfer their personal knowledge and background will accomplish three important components. The first aspect is, teachers will build trust in their groups, feel excepted, and supported. The second aspect is, students will benefit from collaborative knowledge which will improve student academic performance. Lastly, teachers will enhance the school climate of collaboration and ideas for student engagement.
According to Elbousty & Bratt, “When teachers work together, they share different perspectives and practices that make collaborative environment useful and productive” (2010, p. 7). Having a common hour dedicated to PLCs is a strategy for an effective engagement for faculty and staff to promote academic performance. When principals