Reflection

The document discusses professional learning communities (PLCs), which were developed in the 1960s as a model to improve student learning. PLCs require teachers, administrators, and the community to work collaboratively and share goals and beliefs to increase student achievement. Within a PLC, teachers focus on student learning rather than just teaching, and work together to identify student needs and develop teaching methods to aid their learning. PLCs use student data and ongoing inquiry into teaching practices and achievement to continually adapt instruction to meet changing student needs and increase learning. While developing a PLC faces challenges like resistance to change and lack of resources, it can succeed with dedication, planning and support from administrators and teachers.