How PLCs relate to the Schools Effectiveness Framework

3. Fullan (2008) argues…schools are beginning to
discover new ideas, knowledge creation, inquiry
and sharing are essential to solving learning
problems in a rapidly changing society…
this feels like…

5. Ringing the bell of change…

6. The Challenge (SEF 2008)
To transform the education system so
that we ensure success for each student
in each setting
(Harris, 2008)
But how do we transform our
education system in Wales?

7. Key aims of the SEF…
 Better outcomes and wellbeing for all
children regardless of socio-economic
status.
 Reduce the variation in learning
outcomes in classrooms, schools and
L.E.A’.s.

8. The School Effectiveness
Framework : key principles…
 Common understanding of the
challenges.
 Commitment of all parties to work
differently.
 Accepting
responsibilities in making
improvements.

9. Tri-Level Working
All on the same page…great…improved student
outcomes….BUT…how will this impact on schools?

10. Professional Learning
Communities (PLCs)
 One of the central pillars of the success
of the SEF is the use of PLCs to secure
school improvement and reduce within
school variation.

11. • Professional
Learning
Communities
• Families of
Schools
• School
Governors

12. A collection of parts that do not
connect is not a system. It is a
heap. O’Connor and McDermott (1997)

13. “…the most promising strategy for
substantive school improvement is
developing the capacity for school
personnel to function as a
professional learning community
(PLC).”
Robert Eaker, Richard DuFour, and Rebecca DuFour, Getting Started:
Reculturing Schools to Become Professional Learning Communities
I like to think of it as…continued restlessness…are
we doing this effectively?

14. A Professional Learning Community...
ISNOT a prescription
ISNOT a new programme
ISNOT weekly team lesson plan meetings
IS NOT a meeting focused on
administration and management details

16. Choosing
the Focus
Data
Skills
Assessment
Learner
Needs
Innovation
Knowledge
Staff
Development

17. Coming together is a beginning
Keeping together is progress
Working together is success.
Henry Ford.

18. Academic Optimism…it’s an idea…how will SEF and PLC’s impact on this…it is my
area of research as a PHD student…

19. Academic Optimism
Academic Emphasis
Faculty Collective
Trust Efficacy

20. This is what I am researching…it is critical to
schools…and the system…and SEF…and
more importantly PLC’s…local…national and
internationally…
Learning communities are driven by supportive ways a sense of
solidarity and affiliation with each other. Trust in each other is
critical…

21. Do you know that feeling? Someone
else has the answer…

23. The School Effectiveness Framework
and the
National Purpose for Schools:
Key drivers for change focused on:
• all children and young people to develop their full potential;
• promote a culture of social inclusion;
• establish strong professional learning communities in schools;
• a curriculum that engages and motivates childrento learn;
• a learning community for all engaged in school life;
• deliver integrated services for children and young people to improve
their wellbeing; and
• ensure that all schools are community focussed…that’s why I went
to New York…more later…

24. What mechanisms do we have to support
this?
① robust use of data: and categorisation of schools.
② strengthening teaching and learning…National Frameworks.
③ distributed leadership within schools and local authorities
④ development of Professional Learning Communities within,
between and across schools;
⑤ clear lines of accountability for schools, governors, local authorities
and WAG;
⑥ capacity building at school, local and national level and the
development of system leaders.

25. The Assembly Government’s Three
Priorities for Action.
• Literacy
• Numeracy
• Reducing links between poverty and educational
attainment…one and two are in hand this priority
is going to be the hardest to change it involves
multiple partners and relevant service delivery at
school level…

26. Professional learning communities are where
educators:
• engage in collaborative work
• participate in decision making
• have a sense of purpose
• accept joint responsibility for the outcomes of their work

27. Fullan (2010)
• The evidence is clear. PLCs, well implemented,
produce learning results for students.
• The reason is also clear ...PLCs develop the capacity of
teachers to improve teaching practices that get results
which means that PLCs can contribute to system
transformation in Wales.

28. Need for entire system to be pushed in the same direction
Professional Learning
Communities within, between and across
Schools (SEF, 2008)
High performing schools help
teachers improve instruction by
learning from each other…and we
must include the children…

29. Involving pupils
in PLCs

30. None of us
know what all
of us know!

31. Effective PLCs -7 Tests
 Clarity of focus
 Consistent and creative use of data
 Collaboration with purpose
 Communication of intent and outcomes
 Capacity building through engagement and
involvement of others
 Coherent action
 Change in learning outcomes and
professional practice

32. Impact of the PLC
Change in Learner Outcomes:
Change in Professional Practices
Getting it wrong is learning to get it right….

34. Extending and
Sustaining
Heads
Across Schools PLCs
Teachers
Nationally
(PLC on line)
Governors
Between Schools PLCs within Support
Networks /Clusters schools staff
of PLCs
Across Schools
Pupils
Internationally
(iPLC)