1. Robert Wamble
Morgan City Junior High
1/25/09
Reflection on Professional Learning Communities
From this course, I have increased my knowledge of the professional
learning community (PLC) concept. Developed by researchers during the late
60’s, this model for educators has become a nationwide trend utilized to improve
the learning of all students.
PLC’s, to be successful, must remove the teacher, administration and
community from the traditional isolationism of the past. The PLC joins all
stakeholders together in a collegial, collaborative effort aimed at enhanced learning
for all students. The PLC is based on sharing- mission, goals, norms and beliefs
are developed as a team with all members providing input to reach a unified
objective of increased learning for all students.
Within a PLC, the emphasis is on everyone having an interest in the learning
of a student rather than the teaching of a student. This interest cannot be nurtured
by isolation within a classroom, but is brought forth by the development of
methods for providing collaborative inquiry into the performance of each student.
Once this collegial and collaborative idea becomes a reality by providing teacher
scheduling that allows time to pursue these relationships, a student’s needs may be
identified and methods directed to aid in the learning of that student.
In the change from “what is being taught” to “what is being learned”, it
becomes critical to have a foundation of students’ data to base the direction of the
PLC. Data derived from the classroom, standardized tests and assessments, and
anecdotal experiences are used in ongoing inquiry into the teaching practices and
the actual student achievement of the school. This inquiry provides for the
unrelenting process of change and adaptation to meet the changing needs of the
students, with the constant and tantamount goal of increased student learning.
Developing a professional learning community in a school is a challenge at
many different levels. Resistance to change, lack of support by the many different
stakeholders, funding for changing teaching structures and schedules, as well as
just finding the time within the already crowded school year are major obstacles
that must be overcome. However, it can be done, as exampled by the many
success stories of PLC’s. While it takes dedication and planning, and constant,
unwavering support by the administration and the faculty, success can be achieved
and the mission, goal and objective of increased student learning can be realized.