RSA 2: Critical and Transformative Practices in Professional Learning Communities

Online Resource: http://www.eric.ed.gov/PDFS/EJ810651.pdf

Through the text book readings and journal articles, we are reminded that PLCs are designed to improve student results. It has been perceived that schools need to correct their results with picking the correct curriculum, using the right teaching strategy, and preparing the perfect schedule.  We are reminded in Dufour’s (2006) textbook, Learning by Doing, schools only continuously improve if they switch their focus from inputs to outcomes and from activities to results.  

In order to achieve these results in the assigned PLC, staff will need to create a results orientation.  In forming a results orientation, PLCs will define their SMART goals that specifically align with the goals of the school and district. Goals are continuously maintained and changed based on student results.  The biggest challenge that teachers face is being able to score results quickly along with their daily classroom expectations. In addition, finding the time to discuss those results within a reasonable time frame can be difficult at the beginning of this process.

McLaughlin and Talbert (2006) offer this definition: “teachers work collaboratively to reflect on practice, examine evidence about the relationship between practice and student outcomes, and make changes that improve teaching and learning for the particular students in their classes”. This definition reinforces the ideas that Dufour presented in the chapter readings. In order for PLCs to continuously grow with new formative assessments to reach desired SMART goals, PLCs will need to work together in teams and be given support from department chairs and administration.

References

DuFour, R., DuFour, R., Eaker, R., Many, T. (2010). Learning by Doing: A Handbook for

Professional Learning Communities at Work (2nd ed., pp. 59-154). Bloomington, IN:

Solution Tree Press.

McLaughlin, & Talbert (2006). Building school based teacher learning communities: 

            Professional strategies to improve student achievement. New York: Teachers College

           

            Press.

Servage, Laura (2008). Critical and Transformative Practices in Professional Learning

Communities. Teacher Education Quarterly, 35(1), 63-77.

RSAI: Professional Learning Communities in Partnership: A 3-Year Journey of Action and Advocacy to Bridge the Achievement Gap

Online Resource: http://www.eric.ed.gov/PDFS/EJ915859.pdf

When constructing professional learning communities within school districts the foundation for collaboration should include shared development in mission, vision, values, and goals. Schools actually maintaining this focus throughout the school year seem to be growing with in their PLC. If administration does not keep mission and vision strong throughout the year, most PLCs struggle to keep their own values and goals strong and organized. Along with groups working collaboratively to achieve common goals and maintaining focus on results, these steps will help keep groups achieving success and improvement.

The article “Professional Learning Communities in Partnership: A 3-Year Journey of Action and Advocacy to Bridge the Achievement Gap” (2009) has provided similarities from Module 2 of understanding professional learning communities based on focus. The article references a 3 year research study that brings Professional development school (PDS) partnerships between school districts and universities to provide potential ongoing staff development that bridges theory and practice for best results. The interesting part of the research group was that PLCs were formed among multiple districts and they still found these groups productive even with different districts policies’, goals, and multiple perspectives. “Collaborative teams of teachers work together to build shared knowledge” (DuFour, DuFour, Eaker & Many 65); even coming from all differing districts, the shared knowledge seemed to be most aspiring to each other. The PLCs found that the overall discussions on how each district handles areas of concerns were most beneficial for the groups. By maintaining the continued focus throughout the three years by administration and then staff, achievements became easier to achieve throughout this process by all groups.

Today in PLCs,’ organization can be a main focus that will provide groups continued support from one another. The research study explained that although it was hard to be in professional learning communities with staff from all different districts, one way that kept them focused and on track was being organized as a group as well as individually. Each person had to come prepared on their own and ready to contribute.  In today’s PLCs even when participating with staff in your own school, groups seem to run more efficient when all come organized and ready to contribute. When this focus does not take place many times the group will be constantly spending the given time preparing for what they need next time instead of actually looking at and forming common formative assessments. The professional learning communities seem to experience success and positive staff feedback by maintaining group focus throughout the community process.

References

DuFour, R., DuFour, R., Eaker, R., Many, T. (2010). Learning by Doing: A Handbook for

Professional Learning Communities at Work (2nd ed., pp. 59-154). Bloomington, IN:

Solution Tree Press.

Hoffman, P., Dahlman, A., Zierdt, G. (2009) Professional Learning Communities in Partnership:

A 3-Year Journey of Action and Advocacy to Bridge the Achievement Gap. School-

University Partnerships, v3nl,28-42. Retrieved January 21, 2012 from

http://www.eric.ed.gov/PDFS/EJ915859.pdf

Mid-continent Research for Education and Learning (McREL).(2003). Sustaining School

Improvement: Professional Learning Community, 1–4. Retrieved January 20, 2012 from

http://www.mcrel.org/PDF/LeadershipOrganizationDevelopment/5031TG_proflrncommfolio.pdf