PLC
| Professional Learning Communities Some schools may choose to implement a Professional Learning Community model for professional growth. The work of a Professional Learning Community (PLC) is focused on student achievement. The teachers in a PLC make a commitment to their own learning so that they may increase the success for all students. A facilitator typically guides the group through the learning cycle with an emphasis on collection and analysis of data to provide direction. PLCs meet regularly and tend to be longer-term, because they are broader in scope. An example of a PLC focus might be improved literacy. PLCs can be very effective in improving teaching and learning if they are properly structured and implemented effectively. Much of the success of the PLC depends on good facilitators. The division provides training for PLC facilitators that includes development of facilitator skills, qualities of an effective meeting, and locating content resources for new learning. Training also focuses on implementation of the Learning Cycle: engaging in new learning, creating action plans, implementing and collecting data, reflecting on evidence, and determining next steps. After-school Professional Development Activities The need to organize additional professional development may evolve as the year progresses as new initiatives are introduced, feedback from site-based professional development experiences is gathered, and department or grade level needs are identified. The planner may be asked to plan and/or facilitate activities to meet the needs of the school and groups of teachers. As the Staff Development Planner you are not expected to be a specialist in all fields. Rather your role is to be aware of and coordinate available resources and provide suggestions for content, presenters, modalities, and reflection/follow-up. Your administrative team, curriculum specialists, teacher leaders, mentor coordinator, ITRT, and the Department of Staff Development are all potential resources. |
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