Module 1: Why PLCs - Suggested Activities
Suggested Timeline and Activities
Many schools and districts have dipped their toes into creating PLCs without having these components in place to solidify and sustain the work, leading to frustration and eventual abandonment of the effort. Module 2 supports schools with specific steps and tools into implementing these structures and practices.
Many schools and districts have dipped their toes into creating PLCs without having these components in place to solidify and sustain the work, leading to frustration and eventual abandonment of the effort. Module 2 supports schools with specific steps and tools into implementing these structures and practices.
- Resources and Tools to guide these steps are included as embedded links to the Tool Kit which includes additional tools as well as professional readings for Text-Based Discussions.
- Tools and Resources are also embedded in Module 1’s Facilitator Agenda and PowerPoint.
Step 1: Learn Collectively About Professional Learning Communities
Take the time to learn.
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Take the time to learn.
- Read professional articles about Professional Learning Communities.
- Develop a study group of interested faculty and administrators who can research articles or books that can begin the conversation identifying readings, videos or books that provide further information about Professional Learning Communities.
- Make time for the study group to meet and share, and provide a structure for them to identify the outcome of their learning and present to the rest of the faculty.
- Ensure there is willingness, engagement and participation in this study group by building and district administrators.
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Step 2: Find Time For Teachers to Read and Discuss PLC Together
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- If your school already has opportunities for faculty to meet and work uninterrupted (faculty meetings, departmental meetings, grade level meetings) these might be entry points into sharing what PLC looks like, using the readings selected by your study group or from Step 1 or by other members of the community. See the Tool Kit for more article ideas.
- Using a small group text-based seminar provides the structure and support to engage teachers in deepening their understanding and provides for all voices being heard within a defined period of time. There are several protocols that help to structure those discussions while also introducing faculty to the power of protocols. Several of these are included in this section’s Tools.
- Create a framing question to drive the discussion, e.g. “Why PLCs?”, or “What are some implications for our PLCs?
- Identify members of each group who feel comfortable facilitating a text-based discussion. It is critical that this be a positive experience for all included so being explicit about expectations for powerful discussions include norms of understanding.
- Always debrief the experience by documents: "Where are we now in our understanding? What more do we need to know?"
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Step 3: Define Collectively What it Looks Like in an Effective PLC
It is incredibly valuable to have everyone on the same page in terms of expectation when developing a professional learning community across the school community. Don’t assume that because everyone read the same article or was in the same discussion that they have the same vision. Be explicit.
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It is incredibly valuable to have everyone on the same page in terms of expectation when developing a professional learning community across the school community. Don’t assume that because everyone read the same article or was in the same discussion that they have the same vision. Be explicit.
- In small groups similar to those generated for Learning About PLC, Share the vignette that follows (What A PLC IS…)
and use it to generate responses to where there are instances of what this looks like in your school. - In facilitated small groups, use round–table responses to driving questions (example: Where do see this in our school? How did it evolve? Why?) Chart. Collect the charted responses as data about how people in your school community see PLC. In notes shared with the whole community, recap the meeting agenda and goal and list responses in a bulleted form to each prompt (no names). Keeping everyone informed is part of creating community. What does this data tell us about what we now know about PLC? What more do we need to know?
- Alternatively, if you have some experienced facilitators in house, this is an excellent opportunity to use the Chalk-Talk Protocol (using chart paper taped to a wall and markers) which allows for a silent conversation. Write the statement or question on the chart paper on the wall and circle it. Hand out a few (nonpermanent) markers. Everyone stands. No talking—the conversation is all on the paper. Participants respond to the prompt and the conversation is lines connecting conversations. 10 minutes is plenty.
- When the protocol is finished, take a photograph of the chart paper, record each entry as bullets under the prompt (no names) and share with the community with notes from the meeting and post the chart paper in a common faculty room. Chalk Talk is a great protocol to use with students as well!
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Step 4: Define Collectively What it Looks Like in an Ineffective PLC
In a top-down “traditional” meeting, one person’s agenda is disseminated to the rest of a passive group. Yes, the group does have a scheduled time to meet (usually an add-on to the day) but the gist of the agenda is not about teaching and learning, and there is no opportunity for collaborative discourse guided by norms of structure and behavior. Perhaps most obviously,
there is little teacher–perceived value to this regularly scheduled “team” time. The outcome of each meeting’s agenda item is not about its effect on students—it is often perceived as, “How will this affect me as a teacher?”
In a top-down “traditional” meeting, one person’s agenda is disseminated to the rest of a passive group. Yes, the group does have a scheduled time to meet (usually an add-on to the day) but the gist of the agenda is not about teaching and learning, and there is no opportunity for collaborative discourse guided by norms of structure and behavior. Perhaps most obviously,
there is little teacher–perceived value to this regularly scheduled “team” time. The outcome of each meeting’s agenda item is not about its effect on students—it is often perceived as, “How will this affect me as a teacher?”
- In small groups similar or the same (ideally this activity happens at the same meeting time) to those generated for Step 3, share the vignette that follows, What A PLC is Not… and the chart PLC Meetings versus Typical Teacher Meetings, and use it to generate responses to where there are instances of what this looks like in your school.
- In these facilitated groups, use round –table responses to driving questions (example: Where do we see this in our school? How did it evolve? Why?) Identify a facilitator and chart responses or have the scribe record them to share as bulleted (no names) data with the whole community. The facilitator will want to be sure that there are some simple norms of conduct to support this conversation, especially keeping responses brief, thoughtful and positive. This is an exercise in exploring current practice—not critiquing it.
- After rounds, ask the group to look at the data they have collected (responses). What does this data say about participants’ understanding of PLC? Where do successes already exist? Where are there challenges?
- Alternatively, if you have some experienced facilitators in house, again, this is an excellent opportunity to us the Chalk-Talk Protocol (using chart paper taped to a wall and markers) which allows for a silent conversation. When the protocol is finished, take a photograph of the chart paper, record each entry as bullets under the prompt (no names) and share with the community and/or post the chart paper in a common faculty room.
- If you use small groups-chart responses. In Chalk Talk, take a snapshot and in both cases “bullet” responses and share with the community, as “Here is where we see ourselves as a PLC. Here are questions we have.”
- Use the following two charts (Characteristics, Reflections and Do PLCs Make a Difference?) to continue the conversation. The goal of this work is just to start your school or district “thinking” about PLC—not solving, structuring –or worrying.