The author offers some initial steps to foster the growth of PLCs in schools. The main goal of a PLC is to enhance teacher collaboration around shared learning objectives. PLCs are built on shared trust and need to be a safe place for teachers to discuss, share, and learn from each other.
The author shares the five most common obstacles to creating PLCs and offers suggestions and advice on how to overcome barriers to success. Ideas like creative scheduling or how to deal with teacher pushback will help schools thinking of implementing PLCs ways to roll out this concept smoothly.
This article describes the mind-shift process that educators go through to make PLCs effective. The author brings awareness to the idea that creating a PLC is a process of improvement and reflection that leads a building/district to the development of common language, knowledge, and expectations that become the new norm. The work that happens in a PLC becomes the way of being, not just another meeting that teachers attend. The author looks specifically at the norms that need to be in place before starting PLCs and offers the idea of creating a PLC at Work Model where teachers learn as they go by first creating collaborative teams, however, collaborative teams should not be confused with PLCs.
OnlineProfessional Learning Communities
What is a PLC? And how can schools get the most “bang for the buck” from this proven approach to school improvement?
Professional Learning Community (PLC). An ongoing process in which educators work collaboratively to achieve better results for the students they serve.
May 2004 | Volume 61 | Number 8 Schools as Learning Communities Pages 6-11
It takes careful planning to form a useful and functional PLC, but once the foundation is built, the benefits will soon be evident.