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.