RSA# Module 3 Supporting the Growth of Effective Professional Learning Communities

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Supporting the Growth of Effective Professional Learning Communities

Critical to the success of any PLC is the ability of its members to work as a team. Both the article and the readings place a deserved high value the importance of a cohesive team that understands why they are meeting and what they are to accomplish.

This article emphasizes that just "providing teachers with time to collaborate, they are also realizing that learning how to work in teams does not just magically happen. Districts much be deliberate in their efforts to teach teachers how to collaborate. (Thessin & Starr, 2011) After realizing that the teams weren’t using their time effectively, the Stamford district decided to change their focus. They asked for volunteers and provided successful. The volunteer team leaders became more invested in the PLC and were able to guide their groups to achieve greater effectiveness. These team leaders also brought a perspective ot the central office that was previously lacking.

The biggest factor in the ineffectiveness of formal strategic planning rests on its faulty underlying assumption: some people in organizations (the leaders) are responsible for thinking and planning, while others (the workers) are responsible for carrying out those plans. This separation of thought and action is the antithesis of a learning community, which requires widely dispersed leadership and strategic thinkers throughout the organization. (DuFour, DuFour, Eaker, & Many, 2010).

Effective PLCs are years in the making. It was refreshing to read about the Stamford PLC. The administrators clearly had it wrong at the beginning, but made modifications, giving up a little of the control, and were much more satisfied with the results. Big egos and successful collaboration in a PLC don’t mix.

References

Thessin, R. A., & Starr, J. P. (2011). Supporting the GROWTH of Effective Professional Learning Communities Districtwide. Phi Delta Kappan, 92(6), 48-54.

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.

RSA#1 Module 2

This posting is a video summary of Learning By Doing. It does a good a job of summarizing the four pillars. This would be an effective reinforcement for schools in the early stages of the PLC. Possibly something that could be shown at a beginning of the school year meeting. This information reinforces and quotes the text. Module One readings dealt with the what and why of the Professional Learning Community. The second module focused with more precision on the all important aspect of student learning, asking the difficult question “How do we know if our students are learning?” (DuFour, DuFour, Eaker and Many 2010)

Formative assessments and corresponding interventions are necessary for students to achieve at high levels.

“The response that occurs after the test has been given will truly determine whether or not it is being used as a formative assessment. If it is used to ensure students who experience difficulty are given additional time and support as well as additional opportunities to demonstrate their learning, it is formative; if additional support is not forthcoming, it is summative.” (DuFour, DuFour, EAker and Many 2010) An emphasis on making interventions swift and easily available to all students was contrasted with the putting the onus on the students to make the time to get extra help or on the classroom teacher.

Building a vision is an ongoing, never-ending, daily challenge confronting all those who hope to transform their schools.(Strauss 2007) Though I am sure this quote was created to inspire, I find it to be in stark contrast to the timeline exercises filling our textbook.

References

DuFour, Richard, Rebecca DuFour, Robert Eaker, and Thomas

Many. Learning By Doing: A Handbook for Professional

Learning Communities at Work. Bloomington, Ind.: Solution

Tree, 2010

Strauss, B. Welsh, D. [BrianLeeStrauss]. (2007, November 19). Four Blocks of a Professional Learning Community [Video file]. Retrieved from www.youtube.com/watch?v=E_KukVC2gXs