What distinguishes effective from ineffective PLCs? Simply put, strategic accountability. Strategic accountability for PLCs is a highly nuanced approach to professional learning. Strategic accountability leads to actions that make a difference for student learning. 

Why should PLCs be accountable? 

#1. Students win when classroom and school culture and teaching and learning processes lead to improved achievement and well-being. 

#2. PLC members feel better about themselves and their colleagues when their PLC is accountable for results. 

#3. PLCs can deliver significant changes in classroom and school culture and teaching and learning processes. 

#4. People who support PLCs with time, money, and other assistance feel confident that their support is reaping results. 

#5. Parents and community members see enhanced student success when schools have effective cultures and teaching and learning processes. 

As long as PLC members see strategic accountability as something they do to themselves, for themselves and others in the learning community, and not as something imposed from outside, they will embrace it. You can tell that strategic accountability is working when PLC members say, “Of course, we’re accountable. Why would we not be accountable?” (Kappan, 2016)

PLC Solution Tree Professional Development: https://www.solutiontree.com/our-solutions/plc-at-work

Citation: Easton, L.B. (2016). Strategic accountability is key to making PLCs effective. Phi Delta Kappan, 98 (4), 43-48. 

Professional learning community (PLC): Are an approach to school improvement where teams of teachers work collaboratively at the school level to improve student outcomes. Building a PLC is a proven way for schools to increase student learning by creating a culture that is focused on continuous improvement by linking the learning needs of students with the professional learning and practice of teachers, committed to professionalism, and are fueled by collaborative expertise. 

Professional Learning Communities direct their scope and focus each meeting through the lens of exploring four essential questions: 

Critical Question #1: What do we want all students to know able be able to do? 

Critical Question #2: How will we know if they have learned it? 

Critical Question #3: What will we do when they haven't learned it? 

Critical Question #4: What will we do to extend the learning when they already know it? 

What is intervention? An intervention is anything a school does above and beyond what all students receive to help ALL students succeed academically. If all students receive a particular instructional practice or service, it is part of the school's core instructional program. But if the school provides a specific practice, program, or service to some students, it is an intervention. Intervention and remediation are not merely provided for academic skills. Behavior, attendance, and health services can be interventions as well as enrichment for students who have already mastered essential grade-level standards. 

Response to Intervention is a multi-tiered systematic approach to the early identification and support of students with learning and behavior needs. The RTI process begins with high-quality instruction and universal screening of all children in the general education classroom. Struggling learners are provided with targeted interventions at increasing levels of intensity to accelerate their rate of learning. The essential components necessary to make an RTI system successful are high-quality core instruction, ongoing student assessments and progress monitoring, tiered and targeted instruction, and a trained MTSS team focused on data analysis and student success.