Professional Learning Communities
The St. Clair R-XIII School District has joined many schools across the state by implementing strategies from the Professional Learning Communities model.
Professional Learning Communities are educators committed to working collaboratively in ongoing processes of collective inquiry and action research in order to achieve better results for the students they serve. PLC’s operate under the assumption that the key to improved learning for students is continuous, job embedded learning for educators.
WHAT IS A PROFESSIONAL LEARNING COMMUNITY?
Professional Learning Communities see student learning, not teaching, as their mission. The policies, instruction, curriculum, programs, professional development, and other functions of the school all support student learning. In maintaining this constant focus on learning, four questions become paramount:
- What should students know and be able to do?
- How will the school determine that students have learned the essential knowledge and skills?
- How will the school respond when students do not learn?
- How will the school respond when they already know it?
WHAT DOES A SCHOOL THAT IS A PROFESSIONAL LEARNING COMMUNITY LOOK LIKE?
- The daily work of the school is driven by common purpose, shared vision and collective commitments.
- There are high expectations regarding student achievement and a commitment on the part of staff to accept responsibility for student learning.
- The learning of each student is monitored on a timely basis using common core curriculum and common assessments aligned with state standards.
- School structures support student learning and provide additional time and support for students who initially do not achieve intended outcomes.
- Job-embedded professional development leads to the collective identification of, reflection about, and implementation of “best practices” for improved student achievement.
- Staff members work collaboratively in processes that foster continuous improvement in all indicators of student achievement.
- The use of data promotes an action orientation and focus on results.
- Leadership of school improvement processes is widely dispersed and helps sustain a culture of continuous improvement.
Commitment to and participation by school leaders is a vital component
of becoming an effective professional learning community. Teachers form collaborative teams to
- Build a collaborative culture
- Find time to collaborate and meet regularly
- Coordinate school improvement
- Clarify essential learning outcomes and communicate a learning focus
Teachers are discovering that in order to achieve results and improve student learning, time for collaboration is needed for planning and reviewing data. On December 3, 2009, the Junior High and High School students will start their school day with their Advisory Class while teachers get together for collaboration. If this goes well, it will be considered on a monthly basis. No instructional time is lost and teachers are provided time to analyze data and set goals toward improving student achievement.
For more information on Professional Learning Communities please see the following web sites:
http://dese.mo.gov/divteachqual/sii/prolearning/
