This article provides an overview of professional learning communities (PLCs), outlining both the challenges and benefits. It discusses how to develop a PLC by establishing collaborative teams focused on student learning and results. Examples show how PLCs have boosted student achievement at various schools by ensuring all students learn through common assessments, data analysis, and intervention programs. The article concludes that addressing any apprehension or resistance upfront is important for a successful PLC implementation.
Dr. Fred C. Lunenburg, Sam Houston State University - Published in NATIONAL F...William Kritsonis
Ā
Dr. Fred C. Lunenburg, Sam Houston State University - Published in NATIONAL FORUM JOURNALS - www.nationalforum.com - Dr. William Allan Kritsonis, Editor-in-Chief (Founded 1982)
Jones, earl the existence of characteristics schooling v6 n1 2015William Kritsonis
Ā
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
Dr. Fred C. Lunenburg, Sam Houston State University - Published in NATIONAL F...William Kritsonis
Ā
Dr. Fred C. Lunenburg, Sam Houston State University - Published in NATIONAL FORUM JOURNALS - www.nationalforum.com - Dr. William Allan Kritsonis, Editor-in-Chief (Founded 1982)
Jones, earl the existence of characteristics schooling v6 n1 2015William Kritsonis
Ā
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
Dr. Fred C. Lunenburg - creating a professional learning community nfeasj v2...William Kritsonis
Ā
Dr. Fred C. Lunenburg, Featured Author for NATIONAL FORUM JOURNALS, Houston, Texas,
www.nationalforum.com
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS
Teaching Mathematics through Integrated Brain Gym in Pair Checks of Cooperati...iosrjce
Ā
IOSR Journal of Humanities and Social Science is a double blind peer reviewed International Journal edited by International Organization of Scientific Research (IOSR).The Journal provides a common forum where all aspects of humanities and social sciences are presented. IOSR-JHSS publishes original papers, review papers, conceptual framework, analytical and simulation models, case studies, empirical research, technical notes etc.
EDUL 8003 - Dissertation, Dr. William Allan KritsonisWilliam Kritsonis
Ā
Dr. Kritsonis has served in professorial roles at Central Washington University, Washington; Salisbury State University, Maryland; Northwestern State University, Louisiana; Wright State University, Dayton, Ohio; McNeese State University, Louisiana; and Louisiana State University, Baton Rouge in the Department of Administrative and Foundational Services.
In 2006, Dr. Kritsonis published two articles in the Two-Volume Set of the Encyclopedia of Educational Leadership and Administration published by SAGE Publications, Thousand Oaks, California. He is a National Reviewer for the Journal of Research on Leadership, University Council for Educational Administration (UCEA). In 2007, Dr. Kritsonis was invited to write a history and philosophy of education for the ABC-CLIO Encyclopedia of World History.
Educational Background
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
Books ā Articles ā Lectures - Workshops
Dr. Kritsonis lectures and conducts seminars and workshops on a variety of topics. He is author of more than 600 articles in professional journals and several books. His popular book SCHOOL DISCIPLINE: The Art of Survival is scheduled for its fourth edition. He is the author of the textbook William Kritsonis, PhD on Schooling that is used by many professors at colleges and universities throughout the nation and abroad.
In 2008, Dr. Kritsonis coauthored the textbook A Statistical Journey: Taming of the Skew. The book has been adopted by professors in many colleges and universities throughout the nation. It was published by the Alexis/Austin Group, Murrieta, California.
In 2007, Dr. Kritsonisā version of the book of Ways of Knowing Through the Realms of Meaning (858 pages) was published in the United States of America in cooperation with partial financial support of Visiting Lecturers, Oxford Round Table (2005). The book is the product of a collaborative twenty-four year effort started in 1978 with the late Dr. Philip H. Phenix. Dr. Kritsonis was in continuous communication with Dr. Phenix until his death in 2002.
In 2007, Dr. Kritsonis was the lead author of the textbook Practical Applications of Educational Research and Basic Statistics. The text provides practical content knowledge in research for graduate students at the doctoral and masterās levels.
In 2009, Dr. Kritsonisā book Non-Renewal of Public School Personnel Contracts: Selected Supreme and District Court Decisions in Accordance with the Due Process of Law was accepted for publication by The Edwin Mellen Press, Lewiston, New York.
Dr. Kritsonisā seminar and workshop on Writing for Professional Publication has been very popular with both professors and practitioners. Persons in attendance generate an article to be published in a refereed journal at the national or international levels.
Dr. Kritsonis has traveled and lectured throughout the United States and world-wide. Some recent international tours include Australia, New Zealand, Tasmania, Turkey, Italy, Greece, Monte Carlo, England, Holland, Denmark, Sweden, Finland, Russia, Estonia, Poland, Germany, and many more.
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
Dr. Fred C. Lunenburg - creating a professional learning community nfeasj v2...William Kritsonis
Ā
Dr. Fred C. Lunenburg, Featured Author for NATIONAL FORUM JOURNALS, Houston, Texas,
www.nationalforum.com
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS
Teaching Mathematics through Integrated Brain Gym in Pair Checks of Cooperati...iosrjce
Ā
IOSR Journal of Humanities and Social Science is a double blind peer reviewed International Journal edited by International Organization of Scientific Research (IOSR).The Journal provides a common forum where all aspects of humanities and social sciences are presented. IOSR-JHSS publishes original papers, review papers, conceptual framework, analytical and simulation models, case studies, empirical research, technical notes etc.
EDUL 8003 - Dissertation, Dr. William Allan KritsonisWilliam Kritsonis
Ā
Dr. Kritsonis has served in professorial roles at Central Washington University, Washington; Salisbury State University, Maryland; Northwestern State University, Louisiana; Wright State University, Dayton, Ohio; McNeese State University, Louisiana; and Louisiana State University, Baton Rouge in the Department of Administrative and Foundational Services.
In 2006, Dr. Kritsonis published two articles in the Two-Volume Set of the Encyclopedia of Educational Leadership and Administration published by SAGE Publications, Thousand Oaks, California. He is a National Reviewer for the Journal of Research on Leadership, University Council for Educational Administration (UCEA). In 2007, Dr. Kritsonis was invited to write a history and philosophy of education for the ABC-CLIO Encyclopedia of World History.
Educational Background
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
Books ā Articles ā Lectures - Workshops
Dr. Kritsonis lectures and conducts seminars and workshops on a variety of topics. He is author of more than 600 articles in professional journals and several books. His popular book SCHOOL DISCIPLINE: The Art of Survival is scheduled for its fourth edition. He is the author of the textbook William Kritsonis, PhD on Schooling that is used by many professors at colleges and universities throughout the nation and abroad.
In 2008, Dr. Kritsonis coauthored the textbook A Statistical Journey: Taming of the Skew. The book has been adopted by professors in many colleges and universities throughout the nation. It was published by the Alexis/Austin Group, Murrieta, California.
In 2007, Dr. Kritsonisā version of the book of Ways of Knowing Through the Realms of Meaning (858 pages) was published in the United States of America in cooperation with partial financial support of Visiting Lecturers, Oxford Round Table (2005). The book is the product of a collaborative twenty-four year effort started in 1978 with the late Dr. Philip H. Phenix. Dr. Kritsonis was in continuous communication with Dr. Phenix until his death in 2002.
In 2007, Dr. Kritsonis was the lead author of the textbook Practical Applications of Educational Research and Basic Statistics. The text provides practical content knowledge in research for graduate students at the doctoral and masterās levels.
In 2009, Dr. Kritsonisā book Non-Renewal of Public School Personnel Contracts: Selected Supreme and District Court Decisions in Accordance with the Due Process of Law was accepted for publication by The Edwin Mellen Press, Lewiston, New York.
Dr. Kritsonisā seminar and workshop on Writing for Professional Publication has been very popular with both professors and practitioners. Persons in attendance generate an article to be published in a refereed journal at the national or international levels.
Dr. Kritsonis has traveled and lectured throughout the United States and world-wide. Some recent international tours include Australia, New Zealand, Tasmania, Turkey, Italy, Greece, Monte Carlo, England, Holland, Denmark, Sweden, Finland, Russia, Estonia, Poland, Germany, and many more.
Jennifer T. Butcher, PhD Proposal Defense, Dr. William Allan Kritsonis, Disse...William Kritsonis
Ā
Dr. William Allan Kritsonis, PhD Dissertation Chair for Jennifer T. Butcher, PhD Program in Educational Leadership, PVAMU, Member of the Texas A&M University System.
Professorial Roles
Dr. Kritsonis has served in professorial roles at Central Washington University, Washington; Salisbury State University, Maryland; Northwestern State University, Louisiana; McNeese State University, Louisiana; and Louisiana State University, Baton Rouge in the Department of Administrative and Foundational Services.
In 2006, Dr. Kritsonis published two articles in the Two-Volume Set of the Encyclopedia of Educational Leadership and Administration published by SAGE Publications, Thousand Oaks, California. He is a National Reviewer for the Journal of Research on Leadership, University Council for Educational Administration (UCEA).
In 2007, Dr. Kritsonis was invited to write a history and philosophy of education for the ABC-CLIO Encyclopedia of World History.
Currently, Dr. Kritsonis is Professor of Educational Leadership at Prairie View A&M University ā Member of the Texas A&M University System. He teaches in the PhD Program in Educational Leadership. Dr. Kritsonis taught the Inaugural class session in the doctoral program at the start of the fall 2004 academic year. In October 2006, Dr. Kritsonis chaired the first doctoral student to earn a PhD in Educational Leadership at Prairie View A&M University. He has chaired over 18 doctoral dissertations. He lives in Houston, Texas.
Dr. David E. Herrington & Dr. W. Sean Kearney - Published by NATIONAL FORUM JOURNALS, NFEAS Journal, Volume 29, Number 2, 2012.
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS, www.nationalforum.com - Over 5,000 professors published. NATIONAL FORUM JOURNALS, Founded 1983
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
Dr. Fred C. Lunenburg 1]. school facilities management v27 n4 2010William Kritsonis
Ā
Dr. Fred C. Lunenburg, www.nationalforum.com, Dr. William Allan Kritsonis, Editor-in-Chief, National FORUM Journals, Houston, Texas
www.nationalforum.com
Texas National Association for Multicultural Education Honors Dr. William All...William Kritsonis
Ā
NAME Honors Dr. Kritsonis as Professork, Scholar, and Pioneer Publisher for Distinguished Services to Multicultural Research Publishing
Ceremony held on the campus of Texas A&M University, College Station, Texas
Educational Background
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California. In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana
Alex Torrez & William Allan Kritsonis, PhD - Article: National Impact for Pre...William Kritsonis
Ā
Alex Torrez & William Allan Kritsonis, PhD - Article: National Impact for Pre-Implementation of Smaller Learning Communities - Published in the NATIONAL FORUM: NATIONAL JOURNAL FOR PUBLISHING AND MENTORING DOCTORAL STUDENT RESEARCH, 5(1) 2008.
Currently (2011), Alex Torrez is Assistant Superintendent of Schools for the Clear Creek Independent School District, Houston, Texas.
Dr. William Allan Kritsonis is a Professor (Tenured) and teaches in the PhD Program in Educational Leadership at PVAMU/Member of the Texas A&M University System.
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, Volume ...William Kritsonis
Ā
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, Volume 30, Number 2, 2013 - Dr. William Allan Kritsonis, Editor-in-Chief - Website: www.nationalforum.com
Dr. Fred C. Lunenburg, Merchant Professor, Sam Houston State University - Pub...William Kritsonis
Ā
Dr. Fred C. Lunenburg, Merchant Professor, Sam Houston State University - Published in NFEAS JOURNAL, 31(1) 2013-2014 - Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Since 1982)
The shift from āmeā to āweā: Schools with a coaching culture build individual...Christine Hoyos
Ā
Developing all staff to coach each other accelerates adult learning, which, in turn, accelerates student learning. A key factor in the process is job-embedded support.
Mc carty, darla shared leadership nfeasj v32 n4 2014William Kritsonis
Ā
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
P ro f e s s i o n a lL e a rning C o m m u n i t i e s.docxgerardkortney
Ā
P ro f e s s i o n a l
L e a rning
C o m m u n i t i e s
Professional Development Strategies
That Improve Instruction
The Annenberg Institute for School Reform (a i s r) at Brown Uni-
versity engages in intensive work with urban school systems across the country that
are pursuing systemwide efforts to improve educational experiences and opportuni-
ties, particularly for English Language Learners and students from low-income
backgrounds. In our work, we support and encourage the use of professional learn-
ing communities (p l c s ) as a central element for effective professional develop-
ment as part of a comprehensive reform initiative.
In our experience, p l c s have the potential to enhance the professional culture
within a school district in four key areas; they can:
ā¢ build the productive relationships that are required to collaborate, partner,
reflect, and act to carry out a school-improvement program;
ā¢ engage educators at all levels in collective, consistent, and context-specific
learning;
ā¢ address inequities in teaching and learning opportunities by supporting teachers
who work with students requiring the most assistance; and
ā¢ promote efforts to improve results in terms of school and system culture, teacher
practice, and student learning.
P L Cs: A Research-Based Approach to Professional
Development
Research findings have repeatedly confirmed that a significant factor in raising aca-
demic achievement is the improvement of instructional capacity in the classroom.
Recent research shows that the kinds of professional development that improve
instructional capacity display four critical characteristics (Senge 1990; Knapp
2003); they are:
ā¢ ongoing
ā¢ embedded within context-specific needs of a particular setting
ā¢ aligned with reform initiatives
ā¢ grounded in a collaborative, inquiry-based approach to learning
Effective professional development to improve classroom teaching also concentrates
on high learning standards and on evidence of studentsā learning. It mirrors the
kinds of teaching and learning expected in classrooms. It is driven fundamentally
by the needs and interests of participants themselves, enabling adult learners to
expand on content knowledge and practice that is directly connected with the work
of their students in the classroom (Corcoran 1995; Darling-Hammond and
McLaughlin 1995; Little 1988; Elmore 2002). Again, professional learning commu-
nities meet these criteria.
2 Professional Learning Communities
Research demonstrates that the development of a strong professional community
among educators is a key ingredient in improving schools (Fullan 1999; Langer
2000; Little and McLaughlin 1993; Louis, Kruse, and Marks 1996; Newmann and
Associates 1996). Louis et al. (1995, p. 17) identify effective professional learning
communities as being firmly embedded in the school and using schoolwide reform
goals as the basis for teachersā commitment and interaction. These professional
learning commun.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
Ā
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesarās dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empireās birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empireās society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Make a Field invisible in Odoo 17Celine George
Ā
It is possible to hide or invisible some fields in odoo. Commonly using āinvisibleā attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Ā
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Model Attribute Check Company Auto PropertyCeline George
Ā
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
Ā
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
Ā
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Ivy, adam the challenge of building professional learning communities
1. NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL
VOLUME 26, NUMBER 4, 2008
1
The Challenge of Building Professional
Learning Communities: Getting Started
Adam Ivy, M.Ed.
Assistant Principal
Buffalo High School (Texas)
David E. Herrington, PhD
Associate Professor of Educational Leadership
Director of the Principalās Academy
The Whitlowe R. Green College of Education
Prairie View A&M University
A Member of the Texas A&M University System
Prairie View, Texas
William Allan Kritsonis, PhD
Professor
PhD Program in Educational Leadership
The Whitlowe R. Green College of Education
Prairie View A&M University
Member of the Texas A&M University System
Prairie View, Texas
Visiting Lecturer (2005)
Oxford Round Table
University of Oxford, Oxford, England
Distinguished Alumnus (2004)
Central Washington University
College of Education and Professional Studies
Ellensburg, Washington
Tyrone Tanner, EdD
Associate Professor
The Whitlowe R. Green College of Education
Prairie View A&M University
A Member of the Texas A&M University System
Prairie View, Texas
________________________________________________________________________
ABSTRACT
This article provides an overview of Professional Learning Communities, detailing
the challenges of setting in motion the tasks and mindset necessary to create them.
The rationale is that the culture changes from one of superficial assessments and
requirements to one that emphasizes student learning. Discovering possible
resistance, apprehensions, and genuine reservations of stakeholders can go a long
way toward intelligent and successful establishment of a Professional Learning
Community culture.
________________________________________________________________________
2. NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVIISION JOURNAL
2_____________________________________________________________________________________
Introduction
In an effort to better understand what Professional Learning Communities are and
how they can positively impact my campus the five bodies of literature were examined.
These included: (1) What is a Professional Learning Community, (2) How do we
develop a Professional Learning Community on our campus, (3) How will Professional
Learning Communities affect students, (4) How Professional Learning Communities
affect teachers, and (5) Professional Learning Communities in action.
Purpose of the Article
The purpose of this article is to provide an overview of Professional Learning
Communities with a suggestion for successfully building a sustainable culture within a
school campus setting. The authors discuss the challenges of setting in motion the mental
mindset and tasks required to create them.
What is a Professional Learning Community?
The origin of learning communities dates back to 1927 when Alexander
Meiklejohn formed the two year Experimental College at the University of Wisconsin
(Kellogg, 2003). In the seventy or so years that the term Professional Learning
Communities has been around it has been used to describe a host of different educational
themes and ideas. DuFour (2004) argued that āLearning Communityā has been used to
describe a grade level teaching team, a school committee, a high school department, an
entire school district, a state department of education, and even a national professional
organization. This term has been used or misused so often and for so many different
applications that it is in danger of losing itās meaning altogether.
Professional learning Communities operate on the principle that students are not
only taught but to ensure that they learn (Dufour, 2004a). This simple idea is profound,
yet seems elusive. If teachers could shift emphasis from teaching to learning then
students would have to be the center of attention. Gagnon & Collay (2001) state that the
power of Professional Learning Communities rests in its potential to develop
relationships, a commitment, and a positive attitude towards learning.
Most administrators would like a step by step recipe to use when building a PLC
in their own school. Eaker, DuFour, & Burnette (2002) argued that no such recipe exists.
Neither quick fixes nor fool-proof formulas are available to those interested in the PLC
model. In essence, a Professional Learning Community is a system that promotes
collaboration between all members of an organization in the compulsory learning of all
3. ADAM IVY, DAVID E. HERRINGTON, WILLIAM ALLAN KRITSONIS, AND TYRONE TANNER
_____________________________________________________________________________________3
students. This may include subject based collaboration, cross curricular collaboration, or
any other type that contributes to student success. DuFour (2004) stated that Professional
Learning Communities do whatever it takes to respond when kids are not learning.
How do we Develop a Professional Learning Community?
There are several critical questions that an organization must ask and answer
before attempting to build a professional learning community. What is our purpose?
What must we do to fulfill that purpose? Finally, what collective commitments must we
make to move our school in the direction we want it to go (Eaker, Dufour, & Burnette
(2002). When the members of an educational staff can agree on the answers to these
questions and the answers are in line with the collective vision of the campus then the
framework to build a professional learning community is present.
Once a school knows that the collective vision is focused in the right direction the
next step in building a PLC is to establish collaborative teams. Teachers should
contribute their ideas and expertise to colleagues so that the schools ability to teach
students at a high level is enhanced. In essence, when teachers collaborate, the sum of
each teacherās expertise produces more than it could in isolation (DuFour, 2004a).
Teachers work together to plan common assessments, analyze student achievement, and
establish goals for their particular team.
Another important aspect of a professional learning community is the
development a results-oriented culture (Eaker, DuFour, & Burnette, 2002). This means
that the focus must be on student learning and not just on teaching. This means that a
belief in the statement āAll students can learn,ā must be genuine. All improvement plans
must analyze how they will affect student learning. To do this, a PLC must know what
students need to learn, how they will know if the students are learning, and what will be
done when students fail to learn.
Improving a school by transforming it into a professional learning community is a
task that requires patience and persistence. There is no set of finite rules that will
guarantee success. Only when all parties involved decide to do whatever it takes to
ensure that all students learn will a campus truly be able to build a PLC.
How will a Professional Learning Community Affect students?
Stiggins (2002) states that confidence triggers optimism which in turn triggers the
desire and energy needed to strive for success. When students are confident we see
profound gains in achievement. A properly functioning professional learning community
builds a culture of confident learners. When teachers break the mold and begin
assessment for learning instead of assessment of learning students begin to gain
4. NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVIISION JOURNAL
4_____________________________________________________________________________________
confidence. By using formative assessments on a continuous basis teachers can make
changes in instruction when and where they are needed to ensure success. The old saying
āsuccess breeds successā could not be more true. When students see that teachers are not
ever going to give up on them they are much more likely to strive for success. Even
resistant students will soon see that a PLC is designed to do whatever it takes to ensure
that all students learn at a high level. One example of this is a hierarchy of services that
starts in the classroom and leads all the way to a one on one guided study hall if
necessary. Studies have shown sharp increases in standardized test scores in schools that
have developed a PLC even though the old standard of teaching to the test was not
present (Stiggins, 2002). In short, in a professional learning community, students learn
more at a higher level than they would in a conventional system that requires compulsory
attendance but not compulsory learning.
How will a Professional Learning Community Affect Teachers?
When looking at professional learning communities it is obvious that students
enjoy many benefits from the Whatever-It-Takes approach. Teachers are no exception.
Faculty that teach in learning communities reveal that they become re-energized and feel
empowered. They feel as if their opinions are valued and the rich teaching experience
allows them to be creative and much more effective (Kellogg, 2003). Teachers in a PLC
often state that they have a greater sense of accomplishment that is related to higher
student achievement. At first glance it might seem that a teacherās already busy schedule
would suffer from the implementation of a new system. Initially there might be an
adjustment period; however, once a collaborative system is in place a group of teachers
can share the burden of planning common assessments and ensuring that students are
learning. Overall, teachers that work in a PLC report that they are happier and less
stressed than they were in a conventional educational system.
Professional Learning Communities in Action
Many school districts across the country have implemented professional learning
communities successfully in all levels of education. Elementary, middle school, and high
school campuses have used this educational style to boost student achievement. Consider
the following examples of successful implementations by key writers in the area of
Professional Learning Communities:
1. Rebecca DuFour is the principal at Boones Mill Elementary. When she first
got the job she met with different groups of teachers throughout the summer
changes that came were mostly teacher directed and included large blocks of
5. ADAM IVY, DAVID E. HERRINGTON, WILLIAM ALLAN KRITSONIS, AND TYRONE TANNER
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uninterrupted teaching times and daily special activities to allow teachers
common planning periods. Some of the innovative ideas they used included
the 5th
grade-Kindergarten peer mentoring program. Each grade level team
was asked to analyze data on student achievement, identify strengths and
weaknesses of student performance, and identify goals to enhance student
achievement. They even developed a program called project PASS to respond
to students who are not learning (Eaker, DuFour, & Burnett, 2002).
2. Freeport Intermediate School has transformed itself from one of the lowest-
performing schools in Texas to a national model for academic achievement
(DuFour, 2004a). Principal Clara Davis believes that the first crucial step in
that transformation was to honestly confront data on student achievement and
work together to make improvements. Freeport Intermediate gives teachers
90 minutes daily to work in collaborative groups to clarify goals and standards
for achievement. They also use frequent (once a week) assessment to ensure
that student learning is taking place at the appropriate levels. Teachers share
their results on these assessments so that any teacher that has had particular
success can share their techniques and strategies to be used by all team
members.
3. At Stevenson High School students simply cannot fall through the cracks.
There are too many systems in place to monitor academic progress and
general well being and too many concerned adults involved in those systems
(DuFour, 2004b). Students learn quickly that a lack of performance will be
met with a barrage of intervention. Some of the strategies used include 3
week progress reports, counselor watch, a Good Friend mentor program,
student support teams, tutoring, and guided study programs. Every time a
student is not successful there is always another step available to ensure that
no one falls through the cracks. Stevenson High School is one of only three
schools in the nation to receive the United States Department of Education
Blue Ribbon Awards on four separate occasions (DuFour, 2004b).
PCL Unplugged
The authors of this article recently observed a less than successful attempt to
introduce PLC to three large school districts simultaneously. Over 6,000 teachers
gathered in a large auditorium to listen to a parade of experts speak about implementing
Professional Learning Communities. The setting was uncomfortable and the technology
malfunctioned during the presentation. Following the presentation teachers on individual
campuses went about setting up classrooms, planning in the usual manner, engaging in
polarizing and alienating behaviors without any deep appreciation of the richness that
PLC could bring to their respective campuses. The authors doubt that this is the norm for
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PLC implementation but on this particular day it appeared that the teachers saw this as
just the latest educational fad to be endured for a few days prior to getting down to the
āreal workā of retreating to their classrooms to begin another school year. The missed
opportunity was one of introduction. We believe that the PCL concept as a culture
building process can be very powerful and engaging when properly introduced and
carried out.
Concluding Remarks
When building any new culture that involves changes in thinking from traditional
ways of doing things, any apprehension, misconception, or resistance must be identified
and neutralized. In order to implement a professional learning community on any
campus it would be important to bring to the surface any unstated feelings or ways of
thinking that could undermine the initiative. A proven and well-established approach that
is both practical and efficient is the āconcerns-basedā approach to assessment of the
culture (Glickman, 2002). This approach would guide the school leader in addressing
misunderstandings, genuine reservations teachers or parents may have, and provide an
emotional climate that will be conducive to greater risk-taking and innovation. In simple,
modified form of the Concerns-Based Adoption Model, the principal or designated
facilitator/leader would pose a question in this form: āBased on what you know about
Professional Learning Communities and things you know about our campus, what
concerns you the most regarding plans to implement a Professional Learning Community
here?ā An invitation to frankness and unreserved expression can set the tone for
unleashing resistance, negativity, or even apathy in way that can prevent these qualities
from undermining change initiatives. The information generated can help the
administrator plan for a successful implementation of a true professional learning
community.
References
Barth, R., DuFour, R., DuFour, R., Eaker, R., Eason-Watkins, B., Fullan, M., Lezotte, L.,
Reeves, D., Saphier, J., Schmoker, M., Sparks, D., & Stiggins, R. (2005). On
common ground-The power of professional learning communities. Bloomington,
IN: National Educational Service.
DuFour, R. (2004a). Whatever it takes how professional learning communities respond
when kids donāt learn. Bloomington, IN: National Educational Service.
DuFour, R. (2004b). What is a "Professional Learning Community"? Educational
Leadership, 61 (8), 6-11.
7. ADAM IVY, DAVID E. HERRINGTON, WILLIAM ALLAN KRITSONIS, AND TYRONE TANNER
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Eaker, R. E., DuFour, R., & Burnette, R. (2002). Getting started reculturing schools to
become professional learning communities. Bloomington, IN: National
Educational Service.
Gagnon, G.W. & Collay, M. (2001). Designing for teaching: six elements in constructivist
classrooms. Thousand Oaks, California: Corwin Press, Incorporated.
Glickman, C. (2002). Leadership for learning: How to help teachers succeed.
Alexandria, VA: Association for Supervision and Curriculum.
Kellogg, K. (2003). Learning communities. Eric Digest. Retrieved February 28, 2006,
from www.ericdigests.org
Lezotte, L. W., & Jacoby, B. C. (1991). Effective schools practices that work. Okemos,
MI: Effective Schools Products.
Seaward-Gagnon, L. (2000). Professional development. Reflexions. Retrieved February
28, 2006, from www.caslt.org
Senge, P. M. (2000). Schools that learn: A fifth discipline fieldbook for educators,
parents, and everyone who cares about education. New York: Doubleday.
Stiggins, R. J. (2002, June 1). Assessment crisis: The absence of assessment for
learning. Phi Delta Kappan, 83 (10), 758.
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Formatted by Dr. Mary Alice Kritsonis, National Research and Manuscript Preparation
Editor, National FORUM Journals, Houston, Texas. www.nationalforum.com