The ABCs of PLCs Professional Learning Communities – It Just
Makes Sense!
Applying current educational research on best
practices is the core of the PLC process. As
the Professional Learning Community
practices have been shared in every state in
the US and in every province in Canada, the
most common response has been “This just
makes sense”. It just makes sense that a
school division committed to helping all
students learn at high levels would focus on
learning rather than teaching, would ensure
students had access to the same curriculum,
would assure that all teachers had a deep
understanding of the curriculum their students
are expected to learn, would assess each
students’ learning in a formative and timely
basis using consistent standards for
proficiency, and would provide students with
additional time and support as well as various
ways to approach learning. It just makes sense
that we accomplish more working
collaboratively than we do working in isolation.
It just makes sense that we would assess our
effectiveness in helping all students learn on
the basis of results – tangible evidence that
they have actually learned. It just makes
sense! (DuFour, DuFour, Eaker and Many,
2010)
The evidence that it makes sense is in the
way it improves teaching practice and results
in enhanced learning.
Jim Collins (2001) begins his best selling
book Good to Great with a provocative
observation: “Good is the enemy of Great”.
“Good” organizational performance can cause
complacency and inertia instead of inspiring
the pursuit of continuous improvement
essential to sustained greatness. This is true in
schools and school systems as well.
The teachers in the Westwind School
Division are engaged as a Professional
Learning Community because they are
committed to “Great” for all our students.
PLC’s are a better, more effective and more
gratifying way to approach their professional
work – for the sake of improved student
learning. It offers a tangible, realistic,
compelling vision of what schools might
become and motivates teachers to initiate new
practices that better serve student learning
needs. It is leading to renewed energy,
professionalism and to a noticeable
improvement in the experiences students are
having in the classrooms of the Westwind
School Division. It not only makes sense – It
makes the difference between “Good” and
“Great!”.
Issue #7 Oct. 20, 2014 Student choice a key for PLCs
Under Professional Learning Communities teachers are tasked with working collaboratively to find the best means possible to allow every student to succeed. Students, however, also share some responsibility in that whole process, says Doreen Pilling. The Cardston Elementary School vice-­‐principal says students are much more engaged in the learning process these days. “It’s not just the teacher standing up and delivering instruction, but the students being engaged and having choices within the curriculum,” she says. In Language Arts the student might have a choice of reading a book by themselves, or with a partner, or even listening to a book on tape. If writing is the focus, their choices could range from writing a letter, to a thank-­‐you note to a story. The students still has to demonstrate the skills and course content that they are required to learn, but the selection of how to accomplish that could be their choice. “Everyone isn’t always doing the same thing; there are options available, something to catch their interest,” says Pilling. “We all know that w hen w e get to do something we w ant to do – versus someone telling us we have to do something – it’s a lot more engaging.” That doesn’t mean students have free rein, she says. While teachers sometimes give students a choice they also check to make sure the students are learning what they are supposed to by regularly monitoring their work and providing ongoing feedback so instruction can be quickly adjusted as needed to move learning forward. Pilling d idn’t need to be convinced o f the logic or value of PLCs. Before joining Westwind School Division six years ago she taught for 30 years in a Utah school jurisdiction that had immersed itself in this process. Although concerns have been raised that teachers are too busy to take on the additional work PLCs result in, Pilling says the reality is quite d ifferent as the Division allots time into the work day to help accomplish this. By clearly defining, amongst colleagues, what students need to know and working collaboratively, teachers can spend their time more effectively working one-­‐on-­‐one and with small groups of students within their own classes. The benefit of greater collaboration with other teachers to find out what strategies might be working for them has been a strength and a support to teachers across the Division.