Implementing Professional Learning Communities in Theory and in Practice
Location
Buller - Student Lounge
Start Date
30-3-2017 2:30 PM
End Date
30-3-2017 3:20 PM
Type of Presentation
50 minute Best Practices Session Presentation
Proposal for Presentation
The implementation of the Professional Learning Community (PLC) model, developed by Richard and Rebecca DuFour, requires an examination of core values by collaborative teacher teams to ensure alignment towards the goal of ALL students learning at high levels. Teams must shift their fundamental purpose from teaching to learning. Shifts in assessment usage are often necessary as well – prioritizing frequent formative assessment data points. A third major shift involves a change in the way that teachers work – moving from working in isolation towards working collaboratively. Teachers also shift the way in which they respond when students do not learn with a commitment to focus on differentiation rather than remediation. The collaborative teams meet regularly to maintain the focus on results and make data-driven decisions rooted in the four PLC questions; (1) What do we want ALL students to know and be able to do? (2) How will we know when they’ve gotten “there”? (3) What will we do if they don’t get “there”? (4) What will we do if they are already “there”? Our session will discuss the implementation of PLC’s in both theory and in practice.
Implementing Professional Learning Communities in Theory and in Practice
Buller - Student Lounge
The implementation of the Professional Learning Community (PLC) model, developed by Richard and Rebecca DuFour, requires an examination of core values by collaborative teacher teams to ensure alignment towards the goal of ALL students learning at high levels. Teams must shift their fundamental purpose from teaching to learning. Shifts in assessment usage are often necessary as well – prioritizing frequent formative assessment data points. A third major shift involves a change in the way that teachers work – moving from working in isolation towards working collaboratively. Teachers also shift the way in which they respond when students do not learn with a commitment to focus on differentiation rather than remediation. The collaborative teams meet regularly to maintain the focus on results and make data-driven decisions rooted in the four PLC questions; (1) What do we want ALL students to know and be able to do? (2) How will we know when they’ve gotten “there”? (3) What will we do if they don’t get “there”? (4) What will we do if they are already “there”? Our session will discuss the implementation of PLC’s in both theory and in practice.
Acknowledgments
Richard and Rebecca DuFour- Solution Tree
https://www.solutiontree.com