This document provides an overview of professional learning communities (PLCs). It discusses the conceptual framework and key principles of PLCs, including collaborative learning, a focus on results, and shared values and vision. The dimensions of effective PLCs are outlined as shared values and vision, shared leadership, collective learning and application, supportive conditions, and shared personal practice. Differences between traditional school structures and PLCs are categorized. The document concludes with reflective questions about implications for personal practices and potential benefits and concerns of moving toward a PLC model.

1. Professional Learning Communities Module One: Foundations of PLC

2. Objectives Conceptual Framework Correlates of Effective Schools – Lezotte DuFour, Eaker, & DuFour Hord Hipp & Huffman

3. Correlates of Effective Schools Initiated by Coleman in 1966 with the publication of “The Equal Educational Opportunity Survey” Identified the potential impact of family factors (poverty & parental educational level) on student achievement Led to the creation of compensatory models of education such as Title I to address potential limitations

4. Correlates of Effective Schools Instructional Leadership of the Principal Clear and Focused Mission Safe and Orderly Environment Climate of High Expectations Frequent Monitoring of Student Progress Positive Home-School Relations Opportunity to Learn & Student Time on Task

5. Three Levels of Responsibility School Level Teacher Level Student Level Marzano, 2003

6. On Common Ground “ To create a professional learning community, focus on learning rather than teaching, work collaboratively, and hold yourself accountable for results." DuFour (2004)

7. Big Idea #1 Ensuring Students Learn

8. A Culture of Collaboration Big Idea #2

9. Big Idea #3 A Focus on Results

10. Dimensions of PLCs Shared values and vision Shared, supportive leadership Collective learning and application Supportive conditions Shared personal practice

11. Shared Values and Vision “The shared vision, mission, and goals that the staff members see as their common purpose.” Shirley Hord (2008)

12. Shared and Supportive Leadership Shared power, authority, and decision-making

13. Collective Learning and Application (1) Collaboratively examine student learning and data to plan differentiated instruction based on student needs. (2) Collaboratively examine professional growth needs to intentionally plan professional learning.

14. Supportive ConditionsRelationships and Structures Provide the structural and relational supports required to sustain PLC practices.

15. Shared Practice On a foundation of trust, teachers work together to examine personal practices.

16. Table Activity: PLC Chart Find the envelope on the left hand side of your folder labeled “Traditional v. PLC”. Find the handout #1 with the two columns labeled “Traditional v. PLC”. Categorize the labels from the envelope into the columns on Handout #1.

17. PLCs Traditional v. PLC

18. PLCs Traditional v. PLC

19. PLCs Traditional v. PLC

20. Reflection What are the implications PLCs on your personal practices? What are two benefits that you see from moving toward PLCs? What are two concerns that you have about toward PLCs?