During my time at Broad Ripple Middle School, I had the opportunity to engage meaningfully with the school community through professional collaboration and observation of interdisciplinary planning. One of the most impactful experiences was attending a Professional Learning Community (PLC) meeting on April 10th, where staff gathered to plan instruction for the upcoming academic year. This meeting demonstrated how a strong school culture can foster innovation, reflective practice, and shared responsibility for student success.

Participation in School Events

At the PLC meeting, teachers worked together to design a unified instructional framework centered on skill development and backward design. The school plans to structure each academic year around four major units—one per quarter—with pre-assessments, three formative inquiry tasks, and a culminating summative assessment. I observed this planning in action and saw firsthand how educators aligned their lessons to support interdisciplinary connections and student-centered outcomes.

Collaboration with Teachers and Staff

One of the most inspiring aspects of the meeting was listening to teachers reflect on past collaborative projects and brainstorm new ideas for cross-subject instruction. Teachers openly shared what worked well, what they learned, and how they hoped to improve next year. This kind of reflective dialogue is exactly what Powell (2020) describes as essential to professional growth. The meeting highlighted how collaboration builds a culture of trust, creativity, and ongoing learning—not just for students but also for educators.

Impact on Students and My Practice

This experience helped me understand how teacher collaboration leads to more cohesive and meaningful learning experiences for students. By aligning units across subjects, teachers help students see the relevance of what they’re learning and make deeper connections between ideas. It also contributes to a more inclusive environment by promoting consistency and shared goals among staff. Reflecting on this, I’ve come to realize that “great teaching doesn’t happen in isolation, but it’s built through reflection, collaboration, and a shared commitment to student success.” As I grow into my role as a teacher, I hope to actively contribute to this kind of professional culture—one that values inquiry, community, and continuous learning.