Establish the Group The document discusses international professional learning communities (PLCs). It provides information on the characteristics and phases of PLCs. Some key points: - PLCs are groups of educators who collaborate to improve student outcomes through focused inquiry. - They are data-driven, have distributed leadership, and focus on learner needs and pedagogy. - The phases include establishing the group and focus, conducting action research, innovating and changing practice, trying new strategies, and sharing outcomes. - Facilitators help link PLCs to school leadership and ensure effective processes. PLCs should be focused and involve around 6-8 educators. Their work informs school self-

1. International Professional Learning
Communities (iPLC)
Professor
Alma Harris
November 2011

2. International Professional Learning
Communities
Enhancing the power and
potential of professional
learning
Engage in mutual
enquiry, focused
collaboration and
reciprocal learning
With and from other
countries around the
world.

4. The Challenge (SEF 2008)
To transform the
education system so that
we ensure success for
each student in each
setting
(Harris, 2008)

5. School Effectiveness Framework
Professional Learning Communities
within, between and across
Schools (SEF, 2008)

6. A Professional Learning Community is
created
• When a group of professionals collaborate and
enquire in order to improve learner outcomes
• The ultimate goal of a PLC can be summed up
in three words: improved learner outcomes.

7. Beth yw CDP? What is a PLC?
Mewn Cymunedau Dysgu Proffesiynol mae addysgwyr yn
• ymrwymo i weithio’n gydweithredol
• cyfranogi mewn penderfyniadau
• meddu ar synnwyr o bwrpas
• derbyn cyfrifoldeb ar y cyd am ddeilliannau eu gwaith
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

8. What is a PLC?
A PLC Not a PLC
Group of professionals working as a team to address specific Formally established or existing group with a continued focus
learner needs arising from the analysis of data/evidence. on a theme, subject or topic.
Chooses the focus of enquiry and the membership of the Prescribed focus and membership (e.g. a working party is given
group. its task or brief).
Imperative to generate new ideas and new practice. Expectation of sharing of existing knowledge, information or
practice.
Operates within a clear cycle of action enquiry. Enquiry is not an expectation.
Leadership is widely distributed and the group chooses its own There is a designated or pre-existing leader of the group.
facilitator.
Each member is accountable for the outcomes of the PLC – One person is responsible for producing minutes, sharing the
there is reciprocal accountability. outcomes, reporting etc
Disbands and reforms with a new focus on enquiry and Continued membership and work of established group is
changed membership. ongoing.
Assesses its impact directly on learner outcomes and has a Engages in reporting and written dissemination.
responsibility to share these outcomes with others.
Independent and Interdependent learning Dependent learning
Reflection upon individual and collective learning based on
evidence.
Community of Learners Co-operative Participants

9. Nodweddion CDP
Characteristics of a PLC
Wedi ei hysbysu gan ddata
Data informed
Arweinyddiaeth Dosranedig
Distributed Leadership
Ffocws ar Anghenion y Dysgwr
Focused on Learner Needs
Rhoi sylw i Addysgeg
Attention to Pedagogy
Cael ei yrru gan ymholiad – deilliannau’n
arwain at newid mewn ymarfer
Enquiry driven- outcomes lead to
change in practice

10. National PLC Model
1.Sefydlu’r Grŵp/
Establish the Group
7. Rhannu
2.Adnabod Ffocws/
Deilliannau/ Sharing
Identify a Focus
Outcomes
Ymestyn Sefydlu
Extend Establish
6. Mireinio/
3. Ymholiad
Gweithredol/
Refining Action Enquiry
5. Treialu ac Adborth 4. Cyflwyno a Newid/
/ Trialling and Innovation and
Feedback Change
Ymholi
Enquire

11. Phases 1 and 2
Using data to identify a specific focus for the PLC

12. How do you start?
Use data to identify a particular issue or problem
for a group of learners
 Establish a team to enquire into ways of
overcoming this issue or problem
Agree a set of enquiry or research activities
Identify a group facilitator

13. What Data?
• Core Data Sets
• Assessment Data
• Performance Data
• Class/Year Group Data
• Test Data

14. Use Data
To identify a specific learner needs i.e.
• Reading comprehension with a group of boys
in year 6
• How do we improve the reading
comprehension of boys in year 6?

15. PLCs
• Start and End with Data
• Without data you cannot gauge the impact of
your PLC on learner outcomes

16. FAQs
• How long should a PLC last?
• The life cycle of a PLC is determined by the depth of enquiry that the team is
expected to undertake but lasts no more than a year as each year the cohort of
students change and by association the issue/focus relating to those learners will
also change.
• How many people should be involved in a PLC?
• Ideally there should be no more than six to eight participants in a PLC as this
ensures effective contribution from all participants. Any less than three to four
staff means there might not be sufficient depth and challenge within the team.
• Should the headteacher be involved in a PLC?
The headteacher has to initially be a participant in a PLC in order to a) in order to
fully understand the PLC process b) to be able to support subsequent PLCs within
the school- However when PLCs become a natural way of working within the
school, the head takes responsibility for ensuring their work is reflected and
embedded in the annual self evaluation and school development planning cycle.

17. Summer Term
School Self
Evaluation
identifies
learner needs
Clear focus of
Assessing enquiry
Impact of PLC agreed
Spring Term
PLCs:
Links to SDP
Ongoing
Collaborative
Collection of
Action
data and
Research
evidence
Trialling new
strategies:
Refinement
of practice
Autumn Term

18. FAQ
What is the Role of Facilitator?
• Links the work of the PLC with the school leadership team
• Develops an action plan for the PLC team
• Feeds into planning of school development plan
• Oversees effective communication, monitoring and co-
ordination processes.
• Ensures appropriate links with other schools are formed
• Monitors development of new knowledge and transfer of
practice
• Consults children about the success of their learning
arising from the PLC work.

20. Ask, Reflect and Question
• What research is there on…?
• Other teachers' practice
• Where do we get more information?
• Agree what PLC members will do
before the next meeting

21. Methods of enquiry/research
Peer Observation
Lesson Study
Learning Walks
Visits to other schools

22. Phase 4
New strategies
and approaches
are trialled by
the PLC team

23. FAQs
• What if the PLC goes off at a tangent?
This is where the role of the facilitator (internal and external) is crucial to
ensure that the PLC team remains focused and enthused.
• What if the focus is too broad?
If the focus is too broad then the group has to continually refine until it is
precise enough for the group to address. So for example, improving
literacy is too broad and presents too big a task for a PLC.
• Where does the time come from?
Schools allocate time and resources at different times of the year
according to need. For example, use of staff development/CPD/ money to
support school visits, use of dedicated in service training time for PLC
work and the abandonment of other meetings in favour of PLC meetings.

24. Phase 5
Keeping all
staff
informed of
PLC activity
and
progress

25. Phase 6
Practice and Phase 6
embed new
strategies

26. Phase 7 1.Sefydlu’r Grŵp/
Establish the Group
PLC team reports 7. Rhannu Deilliannau/ 2.Adnabod Ffocws/
Sharing Outcomes Identify a Focus
findings and
recommendations to
all staff / governors
6. Mireinio/
3. Ymholiad
Gweithredol/
PLC team shares Refining Action Enquiry
outcomes with other
schools
5. Treialu ac Adborth / 4. Cyflwyno a Newid/
Trialling and Feedback Innovation and Change

27. FAQ
• How is enthusiasm maintained after several
iterations of PLCs?
Every cohort of students presents a new set of
challenges so while the PLC process may be
the same the focus will be completely
different and will be a new and exciting
learning opportunity for staff.

28. FAQs
• Who monitors the work and outcomes of the PLC?
The PLC is accountable to the whole school and they have a direct
responsibility to share and disseminate their findings regularly. The
external facilitator and the management team of the school has a
joint responsibility for monitoring progress and the outcomes of a
PLC.
• How is the impact of a PLC measured?
The impact measures need to relate directly to the particular focus
or issue that the PLC is trying to address or improve. The impact
initially will be in terms of changes in teaching/classroom practices.
Subsequently, these changes in classroom/teaching practices
should lead to improved learning outcomes which can be
measured.

29. .
The Impact of our PLC
• Reviewing Evidence
• Revisiting Data
• PLC reports and updates of progress
• External viewpoints and assessments,
inspection

30. Impact of the PLC
Change in Learner Outcomes:
Change in Professional Practices

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

33. Power of Extended Collaboration
• The power of extended
professional collaboration
is not only seen within
PLCs but also in
networks, clusters and
partnerships.

35. http://www.almaharris.co.uk
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