3. Objectives
• Review the focus and goals of PLCs
(professional learning communities) to
consider elements for successful
implementation
4. Objectives
• Review the focus and goals of PLCs
(professional learning communities) to
consider elements for successful
implementation
• Consider strategies for online PLCs by
analyzing examples of such sites and what
works (and doesn’t work)
5. Objectives
• Review the focus and goals of PLCs
(professional learning communities) to
consider elements for successful
implementation
• Consider strategies for online PLCs by
analyzing examples of such sites and what
works (and doesn’t work)
• Show tools that allow you to create your
own online PLC
11. Key Qualities of a PLC
• Led by teachers with open participation
12. Key Qualities of a PLC
• Led by teachers with open participation
• Focus is on improving practice
(and student learning)
13. Key Qualities of a PLC
• Led by teachers with open participation
• Focus is on improving practice
(and student learning)
• Convene often with a general focus/goals
14. Key Qualities of a PLC
• Led by teachers with open participation
• Focus is on improving practice
(and student learning)
• Convene often with a general focus/goals
• May have a discernible outcome or
product
16. Problems of “PLCs”
• Range of implementation efforts called
“PLCs”, but few fit the original design or
definition
- Mandatory involvement
- Top down decision making and structure
- Skill or task focused
- No ownership for participants
17. Problems of “PLCs”
• Range of implementation efforts called
“PLCs”, but few fit the original design or
definition
- Mandatory involvement
- Top down decision making and structure
- Skill or task focused
- No ownership for participants
• Not the same as other types of PD
20. Considerations
• Needs to be compelling for teachers to
participate
• Should have a relatively short (up to 6 months)
focus or reason for being initially
21. Considerations
• Needs to be compelling for teachers to
participate
• Should have a relatively short (up to 6 months)
focus or reason for being initially
• Collaboration is critical - not just cooperation
22. Considerations
• Needs to be compelling for teachers to
participate
• Should have a relatively short (up to 6 months)
focus or reason for being initially
• Collaboration is critical - not just cooperation
• Should relate to the teaching being done, not
just an idea
23. Considerations
• Needs to be compelling for teachers to
participate
• Should have a relatively short (up to 6 months)
focus or reason for being initially
• Collaboration is critical - not just cooperation
• Should relate to the teaching being done, not
just an idea
• Relies on trust, common goals, and shared
experiences
24. Design of the PLC
• Mix of small and large group activities or
discussion
• Incorporates strategies and tools to
address the goal directly and easily
• Provides incentives to build participation
(enough to make it a “habit”)
• Establishes norms of practice