isolated confinements of each teacher’s classroom with some periodic whole-group professional development (Goddard & Goddard, 2007). Within the past few decades, many schools and districts, including ours, have considered and experimented with Professional Learning Communities (PLC) as an alternative framework in guiding a more efficient development program for their teachers. PLCs are focused on enhancing student learning through developing teacher practices. The concept of PLC relies on using structured
Professional Learning Communities (PLC’s) has been around for many years, and have become an increasingly popular and regular form of professional development within the educational spectrum. In simplistic terms, PLC’s are a group of professionals collaborating in an effort to share ideas and then transfer those ideas into classroom practice. This practice is for educators to work together where there can be a more consistent and mutually beneficial approach to the educational needs of our students
Today, professional learning communities are found in almost every school – public, charter, or private. They have become engrained as a critical part of the teaching process. Many school leaders credit their schools’ growth and success to their professional learning communities. We are going to discuss the professional learning community model, explore how it began, and how it has transformed over time to what we see in today’s educational setting. What is a Professional Learning Community? While
In our schools today, educators are continuously looking to improve their skills by participating in professional learning communities. Professional learning communities allow teachers to collaborate with one another and hear different perspectives on subjects or topics. Although schools across the country participate in professional learning communities, they are not at the same stage. The stage of development that a school is at is vital to a teacher leader because you want to be proactive, and
The work of professional learning communities (PLCs) can be seen in schools throughout the United States as well as all over the world. This literature review will address what exactly a professional learning community is and what purpose drives the work of the PLC as well as what they focus their time and energy on. Research on what an effective PLC looks like and what support is in place for those teachers who work in a professional learning community will be examined, as well as an overview
2. Developing Professional Learning Communities Extensive research has been done on the topic of professional learning communities also known as PLC’s. It is a concept that has also recently received considerable attention. PLC’s have joined teacher leadership and empowerment as another key initiative for many schools and districts. Yet another hot topic or buzz word that is popular, but few seem to really understand. Richard DuFour (2004) commented, “The idea of improving schools by developing professional
school have established a professional learning community which serves as a resource for the learning process. The PLC programs combine teacher experiences and evaluated teaching strategies to help in student improvement. Professional Learning Community Description DuFour (2004), defines a professional learning community (PLC) as a group of people working interdependently toward the same goal. In a learning environment, a PLC is crucial towards improving the student learning process. One of the major
student learning. A significant factor in whether students learn well is the ability and quality of the teachers. Quality is improved through continuous professional development. The framework most supportive of the learning of professionals is professional learning communities (PLC) (Hord, 2009). Forming PLC is a process of focusing on student achievement while empowering educators with the skill set to make a difference. PLC support the partnership between student learning and professional development
In professional learning communities, administrators and teachers share a vision for learning and address the needs of all learners. They are “collaborative teams whose members work interdependently to achieve common goals linked to the purpose of student learning” (DuFour, 2006, p.3). Increasing student achievement is at the forefront of the purpose. A professional learning community possesses: (1) shared mission and vision, (2) collective inquiry, (3) shared leadership, (4) action orientation,
referred to as many things from schools to institutes, as well as learning organizations, when we look at what common goals and interest they all inspire to build the concept of their professional and educational development, it seems to be the well-being of our children. Much like, that of learning organization, learning communities stress leadership and support are perhaps the most efficient parts of its concept. In learning communities, frequent meetings of educators are held. In these meetings teachers
school environment and make a difference in student learning. More and more schools are now creating professional learning communities because they understand that these communities bring success in achieving effective goals. Effective goals foster both the results orientation of a PLC and individuals and collective accountability for achieving the results (DuFour, DuFour, Eaker, & Many, (2010). The purpose of a professional learning community is not simply to ensure that students are taught well
Establishing a professional learning community in a school requires a big commitment from all school staff. Many educators have experienced that creating a professional learning community in a school is an effective way to have more students succeed in school. It is very essential for all educators to share their beliefs and values with other colleagues because they know the importance of unifying these elements in a learning community. In this essay, I will be providing the analysis of my school
A successful Professional Learning Community can be defined largely by the attributes observed in a school setting. The textbook offers a breakdown of how to assess the implementation of learning community characteristics in a school, and the first step is identified as conducting a survey amongst the staff members. The textbook describes the process in detail, “… conduct a survey to assess the extent to which they (teachers) believe the learning community characteristics are presently operational
In the 21st century, successful professional learning communities establish clear goals that guide all aspects of the school community. These goals must focus on student achievement; therefore, collecting and analyzing data from assessments in schools is one crucial requirement that all teachers must execute to increase students’ academic achievement. “Data is data that you are sort of gathering everyday based on what kids are actually doing and saying in your classroom and the products they are
A learning community creates and maintains an environment that promotes and value learning. It fosters collaboration, a commitment to the growth and development of individual members, students, staff, principals and parents. The teacher does not only face the responsibility of her students but of each other. They are responsible for learning new skills so that there can be an improvement in their students learning. The community focuses on curriculum strategies and improvement in instruction. The
students have learned. Professional development must be modeled so that a transformation occurs in learning, not just teaching. Listening to a speaker tell teachers what works best in the classroom is the old paradigm. We must create Professional Learning Communities (PLC’s) to ensure effective instructional learning strategies are implemented in each classroom where student’s reach mastery of concepts. Professional learning communities provide an atmosphere
in school, poverty, and standardized testing. There are many solutions to the problem, but one solution, Professional Learning Communities, is more effective because teachers, administrators, and parents come together as a whole, to help the children. Despite the child’s background, the school community comes together to help the school. The method used to test Professional Learning Communities is a previous case study of PLCs in Twin Falls Idaho school district. The entire school district consists
On March 22nd, 2017, I attended a second grade Professional Learning Community (PLC) at Mispillion Elementary in the Milford School District. There were six participants: Diana Brode (second grade teacher), Anne Ochs (second grade teacher), Brittney Campbell (second grade teacher), Emily Shrock (second grade teacher), Toni Zeveney (second grade teacher and teacher leader), and Mrs. Molitor (special education coordinator). Toni Zeveney is the teacher leader, instructional coach, team lead, type’s
Through the support of the professional development program, the effectiveness of the teachers enhances the quality of instruction and increases the student achievement and learning. The delivery of professional development program leads to alterations in professional learning, leading to changes in professional practice, which ultimately impact student achievement. The PD program does increase the capacity of faculty because we learn new strategies for learning and engaging learners. By looking
embarked on the Framework for Improving Leadership set forth by the state of Ohio. The Framework set for an emphasis for adult learning focused on effective leadership, shifting from traditional leadership, positive leadership as the means for improvement, and including standards, training and supportive conditions for leaders. Both districts set up Professional Learning Communities, without giving them that title wihtin in the article, where superintendents, principals, school boards and teachers were