The document discusses the concept of a Professional Learning Community (PLC), emphasizing its role as an effective strategy for professional development and institutional change. It outlines the key characteristics of an effective PLC, including shared values, collaboration, and reflective practice, as well as processes for continuous improvement through collective inquiry and analysis of student work. The goal is to enhance teaching effectiveness and student learning through a structured, supportive environment.

1. A professional learning
community
Wiriyah Ruechaipanit

2. The most powerful
professional development
and change strategy

3. Much more than a staff meeting
Platform
Expert
Action
Review
Redesign

4. • Active involvement
• Commitment
Teacher
School
Shared values and vision
Provide supporting system

5. PLC’s member
• Turning aspirations into action and visions into
reality.
• The most powerful learning always occurs in a
context of taking action,
• Value engagement and experience as the most
effective teachers

6. Focus on continuous
improvement

7. Teachers work collaboratively
in recurring cycles of collective inquiry
and action research
to achieve better results

8. Processes
• Discuss standards-based learning expectations for students.
• Design Learning model for meeting the standards.
• Teams develop a common lesson plan
• Teachers implement the planned lesson, record successes and
challenges, and gather evidence of student learning.
• Teams review student work and discuss student understanding of the
standards.
• Teams reflect on the implications of the analysis of student work and
discuss potential modifications to instructional strategies.
• Applying new knowledge in the next cycle of continuous improvement

9. An effective professional learning community
(EPLC) fully exhibits eight key
characteristics: shared values and vision;
collective responsibility for pupils’ learning;
collaboration focused on learning
reflective
networks and partnerships
mutual trust
respect and support.
Universities of Bristol, Bath and
London, Institute of Education