Professional Learning Communities
PLCs as a method for teacher development in service of successful school improvement are recommended to run for at least two years. Once the structure is established there will be fixed meetings at least once a month, of a total duration of no less than 90 minutes and up to three hours if necessary. The establishment of PLCs depends on needs of development and interests of particular teachers in particular schools. It is required that every teacher creates a detailed, modest, individual action plan regarding his or her achievement. At the first meeting, each teacher is requested to make a decision about what he or she wants to change concerning teaching diversity and classroom management. It is important, that in the month following up they concentrate on making small improvements and try to apply the improvements into their daily practice in order to make an all over progress. Also teachers need to identify how they are going to save time for the new professional strategies.
In the project the comparable strategy is taken on for leadership development for the first time. The PLCs are built up of heads from one region and engages them to work on their leading skills. Their development aims specifically on setting up learning communities among their teachers.
Professional Learning Communities by Anne Berit Emstad, NTNU
Testimonials about Professional Learning Communities from Heads all over Europe
Norway - Morten Krogstad Strand
Sweden - Charlotta Stjärne
Sweden - Anna Samuelsson
Sweden - Jonas Gårdstam
Germany - Martin Müller Scholl
Cyprus - Chrystalla Lympouridou
Implementation of PLCs - Important things to have in mind