Embedded Files
2013 - 2014
The Beginning of the Journey
2014 - 2017
Streamlining the Process
2017 - 2018
Conversation not Presentation
2018 - 2020
Promising Practice
2020 - 2021
AsynchronousÂ
The COVID Year
2021 - 2022
Asynchronous & Planning PLC
2022 - 2024
Tactical PLC
Key Elements for an Effective PLC at PCHS
Key Elements for an Effective PLC at PCHS
Common Planning
Common Planning
Our Math, English, Science, & Social Studies Departments must have common planning to encourage collaboration. When holding in-person PLCs, each department meets during their planning once during the week. Other departments (like CTE, Arts, World Language, etc) do not necessarily have common planning, we use the asynchronous model exclusively for them instead of in-person.
A Protocol
A Protocol
Thoughtful discussions and reflections take place each summer to refine and revise the current iteration of the protocol. Providing clear direction for teachers improves their confidence in the process and saves them time in the preparation for each PLC. Within the protocol are explicit directions for using Google Classroom to participate in PLCs. Using this platform for PLC has improved our teachers' abilities to use the system with their own classes.
PLC Documentation
PLC Documentation
Since the PLC process is a deep dive into standards, instruction, and data analysis the PCHS Leadership Team does not require teachers to submit Lesson Plans. Between the Curriculum Map submissions in the summer and their Tactical & Asynchronous PLC submissions throughout the year, teachers provide ample documentation of their planning.Â
Teacher Involvement
Teacher Involvement
Allowing teachers to choose the topic of conversation for each PLC (Problem/Promising Practice) improves engagement with the process. This makes the conversation more relevant to their classrooms and improves vertical alignment within the department. Teachers also have the opportunity to express their feedback about the PLC process in a Plus/Delta. The Leadership Team uses this feedback to improve future iterations of the PLC Protocol.Â
PLC Protocol Version 7.0
PLC Protocol Version 7.0
(2022 - 2024)
(2022 - 2024)
Tactical PLCÂ
Tactical PLCÂ
2023-2024
2023-2024
Tactical PLC 23-24 (HUB) (1).pdfStrengthening our Tier 1 SupportsÂ
Strengthening our Tier 1 SupportsÂ
Tactical & Asynchronous PLCsÂ
Tactical & Asynchronous PLCsÂ
2022-2023
2022-2023
Tactical & Asynchronous PLC Overview.pdfTactical PLC.pdfPLC Protocol Version 6.0Â
PLC Protocol Version 6.0Â
(2021 - 2022)
(2021 - 2022)
Leverage for Change
Leverage for Change
After implementing Planning PLC in the Math & English departments in 2019/20 with success, the decision was made to push the Planning PLC out to every department. Thus, we have a alternating schedule where one week is Planning PLC and the next is Department PLC. The initial plan was to resume in-person departmental PLCs this year. However, due to substitute shortages and teacher absences, many teachers were asked to cover classes during their planning period. As a result, the Leadership Team decided to use the Asynchronous model which had been implemented in 2020/21. This allowed teachers to view the PLC at their convenience and engage in thoughtful conversation digitally.Â
PLC Protocol Version 5.0Â
PLC Protocol Version 5.0Â
(2020 - 2021)
(2020 - 2021)
Leverage for Change
Leverage for Change
Due to COVID shutdowns, the need for contact tracing, and many teachers forced to cover classes on their planning periods the Leadership Team chose to transition all PLCs to Asynchronous. This model utilized the same components as previous PLC protocols: Problem/Promising Practice, analyzing student data, and reflecting on instructional decisions. The main difference was in the delivery of the content. Instead of meeting in-person, the PLC lead recorded a video explaining their topic and other department members utilized Google Classroom (class comments) to engage in conversation around the topic.Â
You can see samples of the Asynchronous PLC under the 2021/22 category above.Â
PLC Protocol Version 4.0Â
PLC Protocol Version 4.0Â
(2018 - 2020)
(2018 - 2020)
Leverage for Change
Leverage for Change
In previous years, the PLC focused solely on Problems of Practice, forcing teachers to identify areas of weakness within their classroom and asking their colleagues to help them brainstorm solutions. However, the Leadership Team recognized that many of our teachers had successfully implemented new instructional strategies in their classrooms. The PLC Protocol was then revised to include the option to share a Promising Practice. This created a job-embedded Professional Learning opportunity, as teachers were able to learn successful instructional strategies from their colleagues.Â
PLC Protocol Version 3.0Â
PLC Protocol Version 3.0Â
(2017 - 2018)
(2017 - 2018)
Leverage for Change
Leverage for Change
This iteration of the PLC Protocol introduced the most significant change since PLCs were first implemented. Instead of presenting information to their colleagues (in a slideshow format), the Leadership Team wanted to encourage discussion amongst their peers. Thus, the overview template became what PLC leader(s) brought to the meeting each week. Then, participants could review the information and help the leader(s) brainstorm possible solutions to their Problem of Practice.Â
PLC Protocol 17-18.docxPLC Protocol 2017-18
PLC Protocol 2017-18
PLC Overview Document 17-18 template.docxPLC Overview (Template)
PLC Overview (Template)
PDSA Protocol 2017-18.docxPDSA Protocol 2017-18
PDSA Protocol 2017-18
Longitudinal Data Chart 5-column 2017-18.xlsxLongitudinal Data Template (Excel)
Longitudinal Data Template (Excel)
PLC Overview Document 17-18 example.docxSample PLC Overview (Math)
Sample PLC Overview (Math)
SAMPLE PLC Overview Document 17-18 - Alg2 - Unit 1.docx (1).pdfSample PLC Overview (Math)
Sample PLC Overview (Math)
PLC Protocol Version 2.0Â
PLC Protocol Version 2.0Â
(2014 - 2017)
(2014 - 2017)
Leverage for Change
Leverage for Change
Since the PDSA cycle was happening naturally for co-planners, the decision was made to drop the Plan/Do/Study/Act documentation cycles that were happening weekly. During this span of time, the PLC protocol saw very little change. Tweaks were made, which can be seen in the samples below, and were mainly instituted to ensure teachers were utilizing CIITS, then later SharePoint for their curriculum documentation. During this time of stability in the PLC protocol, teachers were able to hone in on unit revisions, collaborating with co-planners, and vertical discussions with their departments.Â
PLC Planning Period Protocol 2016_17.docxPLC Protocol 2016-17
PLC Protocol 2016-17
PLC Weekly Planning Period Checklist 2016-17.docxPDSA Checklist for Discussion Lead
PDSA Checklist for Discussion Lead
New Longitudinal Data Chart 4-column 2014-15.xlsxLongitudinal Data Chart
Longitudinal Data Chart
HUB - Algebra 2 - 2.15.17 Unit 7 - Polynomials.pptxSAMPLE PLC Presentation (2016-17)
SAMPLE PLC Presentation (2016-17)
HUB - Algebra 2 3.2.16 Unit 7 - Polynomials.pptxSAMPLE PLC Presentation (2015-16)
SAMPLE PLC Presentation (2015-16)
HUB - PDSA Presentation (Regular) Graphing Quadratics.pptxSAMPLE PLC Presentation (2014-15)
SAMPLE PLC Presentation (2014-15)
PLC Protocol Version 1.0Â
PLC Protocol Version 1.0Â
(2013 - 2014)
(2013 - 2014)
Leverage for Change
Leverage for Change
Now that teachers and staff had a good working knowledge of PLC, PDSA, and the state accountability system, the Leadership Team was ready to roll out an official PLC protocol. Teachers were asked to engage in the PDSA cycle with their co-planners weekly at the outset of implementation. However, after feedback from teachers, this process was tweaked to only require the "Study/Act" portion be completed at the conclusion of each unit. Teachers were expected to share out their most recent PDSA cycle with their department, on a rotation. For example, a weekly rotation in math may be: Algebra 1, Algebra 2, Geometry, PreCal. After 4 weeks had passed (in this example), the cycle would start over with Algebra 1. This system required and encouraged frequent collaboration amongst co-planners and vertical alignment within each department, helping all our "arrows to be more aligned."
Classroom as a Learning System Protocol 8-14-13.docxPLC/Unit Planning Protocols
PLC/Unit Planning Protocols
PCHS Science PLC.docPLC Agenda & Minutes
PLC Agenda & Minutes
HUB - 8-19 Algebra II PLAN.docxPLC Plan Sample (Math)
PLC Plan Sample (Math)
HUB - 8-22 Algebra II DO.docxPLC Do Sample (Math)
PLC Do Sample (Math)
HUB - Unit 1 Algebra II STUDY_ACT.docxPLC Study/Act Sample (Math)
PLC Study/Act Sample (Math)
An Introduction to PLC & PDSA
An Introduction to PLC & PDSA
(2012 - 2013)
(2012 - 2013)
Leverage for Implementation
Leverage for Implementation
During this time period, it was most important for the Leadership Team (principals, curriculum specialists, KDE staff) to ensure PCHS teachers understood key components like, PDSA, PLC, and the State Accountability System. Less focus was placed on an official PLC protocol, and instead why a PLC was effective and how it would improve their collaboration. This is evidenced in the artifacts collected below. The examples you see come from Science, but similar meetings were happening across all departments at PCHS.Â
PDSA for PCHS.docxPDSA for PCHS
PDSA for PCHS
PLC Data Analysis Protocol.docxAssessment Data Analysis Protocol
Assessment Data Analysis Protocol
2012-2013PCHS Math Student Data Notebooks.docxMathematics Student Data Notebooks
Mathematics Student Data Notebooks
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