This video is an interview by a school staff about how their PLC works.|
Essential Questions that need to be considered when planning your PLC.
What elements need to be addressed when planning a PLC?
- Set meeting and training times for PLC members.
- Buy in from those participating.
- How are participants held accountable?
- What form of leadership will the PLC have?
Is there any literature that can be used through the planning process?
- I have posted an attachment to this page with a document about how PLCs were implemented in St. Paul public schools.
How would planning a PLC for a school differ from planning a PLC for another workplace?
- Flexibility of meeting time.
- Goals of the PLC.
- State and/or district policies.
- Determination of which staff members will be participating in the PLC.
What forms need to be created to assist in the planning and organization?
- Goals sheet
- Itenerary/Lesson Plans for trainings and meetings
- Assessment of PLC instructors for staff trainings
- Feedback from participants
- Action Plan (please see attachment for a sample)
What other support needs to be included in the planning (school district, state, corporate, etc.)?
- School District Administrators
- Corporate-level staff
- State Policies/Standards
- Financial Management
What is a realistic timeline?
- How quickly do we need to implement the PLC?
- What obstacles may get in our way?
Important Elements that need to be addressed when planning for a Professional Learning Community
Supportive and Shared Leadership
The school change and educational leadership literatures clearly recognize the role and influence of the campus administrator (principal, and sometimes assistant principal) on whether change will occur in the school. It seems clear that transforming a school organization into a learning community can be done only with the sanction of the leaders and the active nurturing of the entire staff's development as a community. Thus, a look at the principal of a school whose staff is a professional learning community seems a good starting point for describing what these learning communities look like and how the principal "accepts a collegial relationship with teachers" (D. Rainey, personal communication, March 13, 1997) to share leadership, power, and decision making.
In schools, the learning community is demonstrated by people from multiple constituencies, at all levels, collaboratively and continually working together (Louis & Kruse, 1995). Such collaborative work is grounded in what Newmann (reported by Brandt, 1995) and Louis and Kruse label reflective dialogue, in which staff conduct conversations about students and teaching and learning, identifying related issues and problems. Griffin (cited by Sergiovanni, 1994a, p. 154) refers to these activities as inquiry, and Participants in such conversations learn to apply new ideas and information to problem solving and therefore are able to create new conditions for students. Key tools in this process are shared values and vision; supportive physical, temporal, and social conditions; and a shared personal practice. We will look at each of these in turn.
Shared Values and Vision
"Vision is a trite term these days, and at various times it refers to mission, purpose, goals, objectives, or a sheet of paper posted near the principal's office" (Isaacson & Bamburg, 1992, p. 42). Sharing vision is not just agreeing with a good idea; it is a particular mental image of what is important to an individual and to an organization. Staff are encouraged not only to be involved in the process of developing a shared vision but to use that vision as a guidepost in making decisions about teaching and learning in the school.
Several kinds of factors determine when, where, and how the staff can regularly come together as a unit to do the learning, decision making, problem solving, and creative work that characterize a professional learning community. In order for learning communities to function productively, the physical or structural conditions and the human qualities and capacities of the people involved must be optimal (Boyd, 1992; Louis & Kruse, 1995).
Shared Personal Practice
Review of a teacher's behavior by colleagues is the norm in the professional learning community (Louis & Kruse, 1995). This practice is not evaluative but is part of the "peers helping peers" process. Such review is conducted regularly by teachers, who visit each other's classrooms to observe, script notes, and discuss their observations with the visited peer. The process is based on the desire for individual and community improvement and is enabled by the mutual respect and trustworthiness of staff members.
Boyd, V. (1992). School context. Bridge or barrier to change? Austin, Texas: Southwest Educational Development Laboratory.
Brandt, R. (1995, November). On restructuring schools: A conversation with Fred Newmann. Educational Leadership, 53(3), 70-73.
Isaacson, N. & Bamburg, J. (1992, November). Can schools become learning organizations? Educational Leadership, 50(3), 42-44.
Louis, K.S. & Kruse, S.D. (1995). Professionalism and community: Perspectives on reforming urban schools. Thousand Oaks, California: Corwin Press.
Sergiovanni, T.J. (1994a). Building community in schools. San Francisco: Jossey-Bass Publishers.