Embedded Files
3 Big Ideas that Drive PLC
3 Big Ideas that Drive PLC
Focus on Learning
"The fundamental purpose of the school is to ensure that ALL students learn at high levels."
The primary emphasis is on enhancing student learning through continuous improvement of instructional practices and data-driven decision-making.
Collaborative Culture and Collective Responsibility
"Educators must work collaboratively and take collective responsibility for the success of EACH student."
PLCs thrive on a culture of collaboration; educators share knowledge and strategies, and collectively take responsibility for the success of all students.
A Results Orientation
"Educators in a PLC focus on results - evidence of student learning."
PLCs are committed to achieving measurable outcomes, using data to assess the effectiveness of teaching methods and making adjustments to ensure continuous student progress and achievement.
p. 18-19, Learning by Doing, 2024
a PLC is...
"an ongoing process in which educators work collaboratively in recurring cycles of collective inquiry and action research to achieve better results for the students they serve. PLCs operate under the assumption that the key to improved learning for students is continuous job-embedded learning for educators. Transforming a traditional school into a PLC changes the very culture and structure of the school."
p. 14, Learning by Doing, 2024
a PLC is NOT...
a program that can be purchased
one-and-done or intermittently implemented
a meeting where colleagues gather to complete a task
a book club or dialogue based on a reading
p. 14, Learning by Doing, 2024
🤔 Is it really PLC?
🤔 Is it really PLC?
Not all collaborative meetings lead to learning. Many gatherings labeled as PLCs are actually PWCs (Professional Working Communities) — productive spaces where teachers get work done, but not necessarily spaces that change teaching or learning. True Professional Learning Communities focus on learning together to improve student outcomes.
PLC questions start with students. True PLCs ask, “What do our students need us to learn?”, guiding inquiry and reflection.
Go deep, not wide. Focusing on one meaningful goal or purpose at a time leads to stronger results than spreading efforts thin.
Name your purpose. Agendas can help, especially when time is limited. Dedicate time for completing tasks separately from true PLC learning to balance productivity with growth.
As your team plans collaborative time, ask: 👉 Are we working... or learning?
Intentionally design meetings that build shared learning, not just shared labor, and watch both teaching and student outcomes grow.
adapted from https://barkleypd.com/blog/plc-or-pwc/
The Four Critical Questions of a PLC
The Four Critical Questions of a PLC
- What do we want our students to know and be able to do?
Possible Collaborative Tasks
Possible Collaborative Tasks
Unpacking standards for clarity in content, context, and rigor
Working through curriculum materials to identify essential outcomes and what mastery will look like for students
Rewriting learning targets in student-friendly language and a "doing task" that students can complete to show mastery
Using team expertise to identify critical skills students must master and what mastery will look like
Working through curriculum materials to identify which outcomes are "nice to knows"
Developing pacing guidelines that include tentative starting dates, ending dates, and dates for common assessments
Developing a system for sharing and/or modeling instructional approaches for outcomes that are deemed essential
Useful Tools, Resources, and Protocols
Useful Tools, Resources, and Protocols
2. How will we know that our students are learning?
2. How will we know that our students are learning?
Possible Collaborative Tasks
Possible Collaborative Tasks
Develop pre-assessments to gauge levels of mastery/prior knowledge before beginning a unit
Develop short (4-5 question) common formative assessments for essential outcomes
Develop rubrics or proficiency scales that define different levels of performance (ie, approaches, meets, and masters)
Develop exemplars of subjective tasks representing different levels of performance
Develop a system for organizing, reflecting on, and acting around common formative assessment data
Useful Tools, Resources, and Protocols
Useful Tools, Resources, and Protocols
Assessment Writing Tool (Social Studies, Science)
Examining Student Work (ELA Protocol 1, ELA Protocol 2, General)
Tool: Individual Teacher Reflection on Student Learning Data
Checklist: Rating Your Team's Common Formative Assessment Practices
3. How will we respond when students struggle/do not learn it?
3. How will we respond when students struggle/do not learn it?
Possible Collaborative Tasks
Possible Collaborative Tasks
Maintain list of students who have yet to master each essential outcome in the unit
Divide students into intervention groups targeted by needs for small group instruction
Maintain list of common misconceptions or mistakes for each essential outcome
Develop strategies or activities for more practice or reteaching essential outcomes (different from initial instruction)
Identify strategies/approaches that were ineffective based on student data
Experiment with additional resources or digital tools for delivering short remedial lessons for struggling students
Useful Tools, Resources, and Protocols
Useful Tools, Resources, and Protocols
4. How will we extend learning when students excel?
4. How will we extend learning when students excel?
Possible Collaborative Tasks
Possible Collaborative Tasks
Maintain list of students who demonstrate mastery of essential outcomes, especially on pre-assessments
Develop strategies or activities that provide extension for essential outcomes (different from initial instruction)
Develop sets of challenge tasks for each essential outcome that students can complete independently
Experiment with additional activities and digital tools for delivering short extension lessons to excelling students
Use DOK levels or Icons of Depth and Complexity to increase the cognitive complexity of existing assignments
Useful Tools, Resources, and Protocols
Useful Tools, Resources, and Protocols
What happens when one or more of these PLC questions are NOT addressed?
What happens when one or more of these PLC questions are NOT addressed?
How can these PLC questions help us support student learning gaps and goals?
How can these PLC questions help us support student learning gaps and goals?
Reflect, Plan, and Take Action
Reflect, Plan, and Take Action
District Tools and Processes for Deeper PLC Work
District Tools and Processes for Deeper PLC Work
Secondary Results Meeting Data Protocol _ template page 3Guide for Supports, Interventions, and Extensions and Best Practice Dos and Don'ts"You do not rise to the level of your goals, you fall to the level of your systems."
James Clear, Atomic Habits
What do we do well? Name it.
What do we do well? Name it.
Where might we grow? Define it.
Where might we grow? Define it.
"Alone we can do so little; together we can do so much."
Helen Keller
Helen Keller
How should we use our collaborative time to have the greatest impact on students?
How should we use our collaborative time to have the greatest impact on students?
What can we do before we meet to prepare? What can we do after we meet to follow up?
Cultural Shifts in a Professional Learning Community
Cultural Shifts in a Professional Learning Community
culturalshiftsinaprofessionallearningcommunity.pdf
Page updated
Report abuse