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RSA Number 1 - PLCs: A cultural habit built on trust
Module Two presents the idea that in order for a successful professional learning community to exist, an alignment in curriculum and formative assessment is necessary, which results in a focus on learning. A community, team of teachers, focused on learning can work effectively to increase student performance because it is agreed that all members are working toward a common goal (DuFour, DuFour, Eaker, & Many, 2010). One specific suggestion made by the readings in Module Two is schools that function successfully as professional learning communities are able to readily acclimate and respond (Eaker, DeFour, & Burnette, 2002). A school is able to sustain improvement and maintain gains when it is flexible and able to respond to changes in a systematic, positive manner when students don’t learn. The readings also suggest that in order for a successful shift in thinking to occur, a shared vision must be created, adopted, and monitored by staff and administration. In order for a focus on student learning to truly take hold, teachers and administrators must work together to form an understanding of what it is students should know and be able to do and how these achievements will be evaluated. Time, resources, and support are also critical to developing a PLC focused on learning. Eaker et. al. (2002) continue by adding, “Teachers and administrators share a vision focused on student learning, share leadership and decision making, and work and learn together as they continually examine instructional practices.” Having joint ownership in the community creates an authentic professional environment and allows all participants to focus on the learning. The effectiveness of a professional learning community is judged not only by student performance but also by sustainability.
PLCs: A Cultural Habit Built on Trust was published in the March/April issue of Leadership and suggests that professional learning communities can only function effectively when they become part of a school culture that values higher levels of learning. Bloom & Vitcov (2010) offer the following suggestion. “It’s time to stop viewing PLCs as something to do, and work toward shaping PLCs into school cultures that focus on learning.” When professional development is viewed as another meeting, compliance-driven, or forcibly administered, it is destined to fail. However, if the PLC is developed in a building culture where higher levels of learning are valued, then it is likely that the PLC will be effective and remain relevant. Bloom and Vitcov (2010) continue by adding, “To be successful, a PLC needs to be a cultural habit built on trust and the intrinsic motivation for everyone to hold themselves accountable.” This accountability to maintain a focus on a higher level of learning is what guarantees success for a learning community. The article finishes by offering seven basic questions a PLC can ask to determine whether the community is a program or culturally embedded practice.
The ideas presented by Bloom and Vitcov (2010) directly reinforce the claims found in this week’s required readings. The focal point of Module Two is that in order for a PLC to work teachers must transfer the attention of the community from the logistics of a professional development program to the genuine and authentic learning of students. The article shared through this week’s blog post offers seven simple questions to employ when attempting to determine if a learning community has created a focus on the learning and established a cultural existence. The questions offer a quick and easy way to evaluate the status of the community, and provide feedback for community members to analyze. In the event that adjustments need to be made, teachers will have data to use as guidance as they work to produce positive results in regards to increasing student performance.
References
Bloom, G., Vitcov, B., (2010). PLCs A cultural habit built on trust. Leadership, 39(4), 24-26.
RSA Number 1 - PLCs: A cultural habit built on trust
Module Two presents the idea that in order for a successful professional learning community to exist, an alignment in curriculum and formative assessment is necessary, which results in a focus on learning. A community, team of teachers, focused on learning can work effectively to increase student performance because it is agreed that all members are working toward a common goal (DuFour, DuFour, Eaker, & Many, 2010). One specific suggestion made by the readings in Module Two is schools that function successfully as professional learning communities are able to readily acclimate and respond (Eaker, DeFour, & Burnette, 2002). A school is able to sustain improvement and maintain gains when it is flexible and able to respond to changes in a systematic, positive manner when students don’t learn. The readings also suggest that in order for a successful shift in thinking to occur, a shared vision must be created, adopted, and monitored by staff and administration. In order for a focus on student learning to truly take hold, teachers and administrators must work together to form an understanding of what it is students should know and be able to do and how these achievements will be evaluated. Time, resources, and support are also critical to developing a PLC focused on learning. Eaker et. al. (2002) continue by adding, “Teachers and administrators share a vision focused on student learning, share leadership and decision making, and work and learn together as they continually examine instructional practices.” Having joint ownership in the community creates an authentic professional environment and allows all participants to focus on the learning. The effectiveness of a professional learning community is judged not only by student performance but also by sustainability.
PLCs: A Cultural Habit Built on Trust was published in the March/April issue of Leadership and suggests that professional learning communities can only function effectively when they become part of a school culture that values higher levels of learning. Bloom & Vitcov (2010) offer the following suggestion. “It’s time to stop viewing PLCs as something to do, and work toward shaping PLCs into school cultures that focus on learning.” When professional development is viewed as another meeting, compliance-driven, or forcibly administered, it is destined to fail. However, if the PLC is developed in a building culture where higher levels of learning are valued, then it is likely that the PLC will be effective and remain relevant. Bloom and Vitcov (2010) continue by adding, “To be successful, a PLC needs to be a cultural habit built on trust and the intrinsic motivation for everyone to hold themselves accountable.” This accountability to maintain a focus on a higher level of learning is what guarantees success for a learning community. The article finishes by offering seven basic questions a PLC can ask to determine whether the community is a program or culturally embedded practice.
The ideas presented by Bloom and Vitcov (2010) directly reinforce the claims found in this week’s required readings. The focal point of Module Two is that in order for a PLC to work teachers must transfer the attention of the community from the logistics of a professional development program to the genuine and authentic learning of students. The article shared through this week’s blog post offers seven simple questions to employ when attempting to determine if a learning community has created a focus on the learning and established a cultural existence. The questions offer a quick and easy way to evaluate the status of the community, and provide feedback for community members to analyze. In the event that adjustments need to be made, teachers will have data to use as guidance as they work to produce positive results in regards to increasing student performance.
References
Bloom, G., Vitcov, B., (2010). PLCs A cultural habit built on trust. Leadership, 39(4), 24-26.
DuFour, R., DuFour, R., Eaker, R., Many, T. (2010). Learning by doing: A handbook for
professional learning communities at work (2nd ed.). Bloomington, IN: Solution Tree
Press.
Eaker, R., DuFour, R., & Burnette, R. (2002). Getting started: Reculturing schools to become
professional learning communities. Bloomington, IN: National Educational Service.
Mid-continent Research for Education and Learning (McREL).(2003). Sustaining
school improvement: Professional learning community, 1–4. Retrieved from http://www.mcrel.org/PDF/LeadershipOrganizationDevelopment/5031TG_proflrncommfolio.pdf
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