Professional Learning Communities

Weekly we meet for Professional Learning Communities (PLCs) to discuss what we are teaching and students.  Grade level teachers, administration, and the instructional coach are at the PLCs with administrators and the coach facilitating, (III.ii.c., III.v.d.). We use the DuFour questions:  What is it we want our students to know and be able to do? How will we know if each student has learned it?  How will we respond when some students do not learn?  How will we extend the learning for students who are already proficient? (III.iii.c.).  However sometimes we drift from these if we have a different agenda for the day.  Teachers are expected to come with student work such as lesson quizzes or assessments.  Norming assessments, identifying eamisconceptions, sharing teaching practices and instructional moves are often a part of our conversations during PLCs, (III.ii.d., III.v.e.).  When applicable, I bring information from DLTP classes and book clubs, District Math Network meetings, and curriculum professional development to support and develop instructional strategies or mathematical content, (III.ii.a., III.ii.b., III.vi.).  PLCs are productive and allows me the opportunity to check in with each teacher during a protected dedicated time.  

I selected our PLC model to share because I think it is  supporting our teachers and helping move instruction on a more individualized basis.  It is a protected time where admin, coach, and teachers can get on the same page for what is happening in the classroom and helps us focus on our tier 1 instruction.  Our district has implemented an Instructional Framework, see below, and our school has focused on indicator 1.1, "Educators teach grade level content to all students the reflects the design  and intent of the standards, including but not limited to Common Core Shifts..." and indicator 1.3, "Educators strategically employ scaffolds that support all students in accessing grade-level content".   The PLCs have helped me learn to facilitate discussions and ask questions to allow teachers to reflect or to move their thinking rather than carrying the cognitive load myself.  This is a quality of a leader that I respect and find meaningful for my own practice that I find valuable and want to replicate for my colleagues.  I learn a lot about the educators in my building and each PLC helps me grow as a coach and a leader.