The document evaluates the effectiveness of professional learning communities (PLCs) in schools, focusing on their development, sharing of resources, and fostering positive relationships. It outlines different levels of community engagement and collaboration, highlighting the need for improved communication and innovative practices to enhance teacher effectiveness and student outcomes. The text includes a series of discussion questions aimed at exploring best practices and sustaining community involvement.

1. Professional learning communities
To what extent does
your cluster operate as
an active and
supportive professional
learning community
that shares resources?

2. Self-review rubric
National Goal Three - Strengthen professional learning communities
and increased collaboration within and across schools
Processes Level 1 Level 2 Level 3 Level 4 Level 5
Positive School community School community School community School community There are
relationships has no knowledge is aware of the has reviewed the has developed transparent
or understanding importance of current systems guidelines and systems and
of how to build developing and identified a strategies that procedures within
positive positive number of encourage positive the school that
relationships. This relationships. strategies which interactions within foster positive
is reflected in the There has been will be the school in order relationships. All
culture of the discussion on how implemented to to develop better people in the
school. best to develop develope positive relationships. school community
these relationships. These are recalled feel valued and
relationships or revisited in trusted. This
within the school. group situations. results in
successes and
failures being
readily shared.
Everyone feels
able to contribute
when solving
issues.

3. Self-review rubric
National Goal Three - Strengthen professional learning communities
and increased collaboration within and across schools
Processes Level 1 Level 2 Level 3 Level 4 Level 5
Sharing Any sharing of The sharing of Individual staff The sharing of The school has
effective effective effective development effective developed
practice practice practice of ICT incorporates practice innovative
between use is the sharing routinely approaches to
individual encouraged and wider occurs across the sharing of
members of during staff adoption of the school and effective
staff is on an meetings but effective on a planned practice within
ad hoc basis. still works only practice within and reciprocal and beyond
at an individual the school. basis with the school and
level. other schools. makes use of
the technology
to achieve this.

4. Self-review rubric
National Goal Three - Strengthen professional learning
communities and increased collaboration within and across schools
Processes Level 1 Level 2 Level 3 Level 4 Level 5
Development There has been Staff have some Staff understand All staff are There is a fully
of learning very little understanding of the importance of participating in inclusive, active
community thought put into how an effective effective learning the learning learning
how to develop a learning communities and community, community that is
learning community a number of key though for some aligned with up-
community or functions and how personnel are this is erratic. to-date theory
awareness of the a learning actively Some teachers and includes
benefits. community participating. This are involved in connections to
impacts on their is resulting in the learning outside educators.
teaching. There sharing of ideas communities The community is
are pockets of and strategies beyond the continuously
participation by across the school. school. The evaluated in order
some school sharing of to improve
personnel. information systems. The
throughout the sharing of
school is having a information and
positive impact on ideas results in
teacher increased teacher
effectiveness and effectiveness and
student outcomes. improved student
outcomes.

5. Extent that clusters operate as active and supportive professional
learning communities that shares resources
Within and
between schools
Between clusters and
the wider network
0% 20% 40% 60% 80% 100%
No community Developing community
Active community Highly effective community
Information taken from the ICT PD Annual Survey Responses 2009

6. Extent that clusters operate as active and supportive professional
learning communities that shares resources within and between schools
First year cluster
Second year cluster
Third year cluster
0% 20% 40% 60% 80% 100%
No community Developing community
Active community Highly effective community
Information taken from the ICT PD Annual Survey Responses 2009

7. Extent that clusters operate as active and supportive professional learning
communities that shares resources between clusters and the wider network
First year cluster
Second year cluster
Third year cluster
0% 20% 40% 60% 80% 100%
No community Developing community
Active community Highly effective community
Information taken from the ICT PD Annual Survey Responses 2009

8. “A major focus needs to be on creating a sharing,
caring cluster where people feel supported in
leading change within their schools and where
cross cluster sharing is actively encouraged and
fostered.”
Comment by ICT PD facilitator from the annual survey 09

9. Questions for discussion
What would be examples of successful systems and
procedures for fostering positive relationships in a school?
What would constitute an innovative approach for sharing
effective practice within and between clusters?
How do you ensure that all cluster staff are participating
in the cluster community?
How do you maintain the enthusiasm and energy
required to keep a community active?
How do you evaluate the way a community functions in
order to make improvements?