530:, Steven Katz and Lisa Ain Dack identified six mental barriers to learning in PLCs: "we don't think through all possibilities; we focus on confirming our hypotheses and not challenging them; we pay too much attention to things that are vivid; we consider ourselves to be exceptions; we hesitate to take action in a new direction; we don't want others to see our vulnerabilities". Katz and Dack opt for a psychological definition of learning: "Learning is the process through which experience causes permanent change in knowledge or behaviour". It is the characteristic of permanence which raises the bar for all professional learning, because learning as permanent change is not easy or natural to achieve. Katz and Dack urge designers of professional learning to avoid the "activity trap" of assuming that participation in a protocol or process guarantees real learning has occurred or putting so much emphasis on the activity that learning is lost in the shuffle.
109:
vital reasons. While the term "organization" suggests a partnership enhanced by efficiency, expediency, and mutual interests, "community" places greater emphasis on relationships, shared ideals, and a strong culture—all factors that are critical to school improvement. The challenge for educators is to create a community of commitment—a professional learning community. It sounds simple enough, but as the old adage warns, "the devil is in the details." Educators willing to embrace the concept of the school as a professional learning community will be given ambiguous, oftentimes conflicting advice on how they should proceed.
599:
principle of PLCs is that people learn more together than if they were on their own, if conditions are right. Teachers may promote the idea of team learning to students in their classrooms, but teachers may not practice team learning in their professional lives; PLCs aim to help teachers practice the team learning that they preach. Senge suggests that when teams learn together there are beneficial results for the organization. Some school improvement evaluators have even claimed that "high-quality collaboration has become no less than an imperative".
318:
608:
many educators often feel that "new ideas that came from someone else without teacher input" are a waste of time and do not qualify as true leadership or support. In a PLC, the view of the principal as the instructional leader changes to a view that reflects the principal as a member of a community of learners and leaders.
607:
For a school to be fully committed to implementing PLCs, the school's leadership must help establish and maintain PLCs. Successful PLCs will require a shift in the traditional leadership structure from leader-centered (top-down) to shared leadership. Sue C. Thompson and her colleagues pointed out how
108:
If schools are to be significantly more effective, they must break from the industrial model upon which they were created and embrace a new model that enables them to function as learning organizations. We prefer characterizing learning organizations as "professional learning communities" for several
382:
The matrix in the following table shows how Brasel and colleagues found that the teachers combined these four questions to learn about two dimensions of teaching: student thinking and instruction. The authors found that while the most productive collaborative discussions—that allowed the teachers to
221:
community is strong, teachers work together more effectively, and put more efforts into creating and sustaining opportunities for student learning." They also suggested that the social and human resources are more important than the structural conditions in the development of professional community.
598:
In an educational setting, a PLC may include people from multiple levels of the organization who are collaboratively and continually working together for the betterment of the organization. Peter Senge believes "it is no longer sufficient to have one person learning for the organization". A major
522:
Teachers and other educators can feel as if they are pawns in a larger game of chess where school and district leaders are making decisions that cause problems for educators trying to do their jobs. Barriers that can inhibit the development of PLCs include subject areas, because some educational
103:
PLCs have many variations. In
Shirley M. Hord's 1997 definition, it means "extending classroom practice into the community; bringing community personnel into the school to enhance the curriculum and learning tasks for students; or engaging students, teachers, and administrators simultaneously in
220:
developed a three-part framework to describe the critical elements and supportive conditions that are necessary to establish a healthy "professional" culture. The components of this framework are described in the following table. Kruse and colleagues found that "in schools where professional
137:
has noted that "in the spread of PLCs, we have found that the term travels a lot faster than the concept, a finding common to all innovations. The concept is deep and requires careful and persistent attention in thorough learning by reflective doing and problem solving." Fullan also noted:
567:
The practice of shared vision involves the skills of unearthing shared "pictures of the future" that foster genuine commitment and enrollment rather than compliance. In mastering this discipline, leaders learn the counter-productiveness of trying to dictate a vision, no matter how
125:
In 2004, DuFour stated that initiating and sustaining a PLC "requires the school staff to focus on learning rather than teaching, work collaboratively on matters related to learning, and hold itself accountable for the kind of results that fuel continual improvement". In 2005, the
594:
Through this commitment and creation of a shared vision the team may become empowered to work together and achieve goals. As teachers' capacity increases and they develop a sense of professional growth, they may find they are able to reach goals they could not reach on their own.
558:
A PLC can be seen as an effective staff development team approach and a strategy for school improvement. The PLC process aims to be a reflective process where both individual and community growth is achieved, connected with the school's shared vision for learning. In his book
215:
was coined, a group of education researchers became interested in the similar idea of "professional community" in schools. Based on data they collected in their research for the Center on
Organization and Restructuring of Schools, Sharon Kruse, Karen Seashore Louis, and
104:
learning". Hord noted that the benefits of professional learning community to educators and students include reduced isolation of teachers, better informed and committed teachers, and academic gains for students. In 1998, Richard DuFour and Robert E. Eaker explained:
130:
defined a PLC as "a shared vision for running a school in which everyone can make a contribution, and staff are encouraged to collectively undertake activities and reflection in order to constantly improve their students' performance".
348:
In their 2015 examination of middle school mathematics teachers' collaborative conversations regarding student data, Jason Brasel, Brette Garner, Britnie Kane and Ilana Horn found that the teachers used data to answer four questions:
82:
titled "Beyond the PDS: Schools as
Professional Learning Communities" that proposed a path from professional development school (PDS) efforts to schools as professional learning communities. In 1997, Shirley M. Hord issued a
549:
websites that allow them to interact with teachers from across their country to brainstorm and exchange ideas. These groups can be helpful for those with PLCs already at their current school and those without PLCs.
590:
so that all members are satisfied with the direction in which the organization is moving. Conflicting goals can become a source of positive development: "Top-down mandates and bottom-up energies need each other".
967:
907:
1016:
142:
of schools and the systems within which they operate is the main point. It is not an innovation to be implemented, but rather a new culture to be developed."
399:. While these conversations were helpful in identifying students in need of remediation, they did little in the way to improve instruction in the long run.
1140:
Stoll, Louise; Bolam, Ray; McMahon, Agnes; Wallace, Mike; Thomas, Sally (December 2006). "Professional learning communities: a review of the literature".
1043:
Education for all: the report of the expert panel on literacy and numeracy instruction for students with special education needs, kindergarten to grade 6
1504:
Gajda, Rebecca; Koliba, Christopher (March 2007). "Evaluating the imperative of intraorganizational collaboration: a school improvement perspective".
868:
79:
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28:
among colleagues within a particular work environment or field. It is often used in schools as a way to organize teachers into working groups of
911:
1251:
29:
1252:"Getting to the why and how: what kinds of conversations about data bring about the greatest improvements in math teaching and learning?"
165:
among educators, collective emphasis on improving student learning, shared values and norms, and development of common practices and
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1336:
1183:
1116:
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Riley, Kathryn; Stoll, Louise (Winter 2004). "Inside-out and outside-in: why schools need to think about communities in new ways".
1601:
1436:
Professional learning in the learning profession: a status report on teacher development in the U.S. and abroad: technical report
1050:
766:
Lieberman, Ann (April 1995). "Practices that support teacher development: transforming conceptions of professional learning".
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802:
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663:
150:
There are many core characteristics of PLCs including collective teamwork in which leadership and responsibility for student
862:"Beyond the PDS: schools as professional learning communities: a proposal based on an analysis of PDS efforts of the 1990s"
1596:
173:
127:
184:
Shared vision and values that lead to a collective commitment of school staff, which is expressed in day-to-day practices
523:
subjects tend to naturally take precedence over others. The physical layout of the school can be another obstacle.
1273:
Buffum, Austin; Hinman, Charles (May 2006). "Professional learning communities: reigniting passion and purpose".
1567:
1467:(2013) . "Give me a lever long enough... and single-handed I can move the world". In Grogan, Margaret (ed.).
87:
titled "Professional
Learning Communities: Communities of Continuous Inquiry and Improvement". A year later,
1108:
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25:
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Darling-Hammond, Linda; Wei, Ruth Chung; Andree, Alethea; Richardson, Nikole; Orphanos, Stelios (2009).
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Questioning of the status quo, leading to an ongoing quest for improvement and professional learning
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Continuous improvement based on evaluation of outcomes rather than on the intentions expressed
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Intentional interruption: breaking down learning barriers to transform professional practice
1217:
1149:
768:
706:
963:
Professional learning communities at work: best practices for enhancing student achievement
155:
1442:. Dallas, TX; Stanford, CA: National Staff Development Council; School Redesign Network.
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63:
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88:
897:"Professional learning communities: communities of continuous inquiry and improvement"
317:
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issued by
Southwest Educational Development Laboratory, Austin, TX and funded by the
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78:, and a year later Charles B. Myers presented a paper at the annual meeting of the
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Intentional
Interruption: Breaking Down Learning Barriers to Professional Practice
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84:
45:
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Holmes, Kathryn; Preston, Greg; Shaw, Kylie; Buchanan, Rachel (December 2013).
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927:"Professional learning communities: what are they and why are they important?"
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learn more about mathematics content, students and pedagogy—focused more on
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Brasel, Jason; Garner, Brette; Kane, Britnie; Horn, Ilana (November 2015).
1361:
542:
166:
162:
151:
1568:"Snapshots of Effective Practice: Steven Katz: Intentional Interruption"
655:
The fifth discipline: the art and practice of the learning organization
538:
534:
202:
Reflection in order to study the operation and impacts of actions taken
158:
95:. Since the late 1990s, a large literature on PLCs has been published.
586:
Creation of a shared vision involves sharing diverse ideas and making
1544:
790:
The professional educator: a new introduction to teaching and schools
692:"Professional learning communities, leadership, and student learning"
563:, Peter Senge commented on the importance of building shared vision:
76:
The
Professional Educator: A New Introduction to Teaching and Schools
1204:
Anfara, Vincent A.; Caskey, Micki M.; Carpenter, Jan (August 2015).
328: with: further examples of use of data in PLCs. You can help by
1182:
Kruse, Sharon; Louis, Karen
Seashore; Bryk, Anthony (Spring 1994).
731:
The reflective turn: case studies in and on educational practice
68:
The
Reflective Turn: Case Studies in and on Educational Practice
690:
Thompson, Sue C.; Gregg, Larry; Niska, John M. (January 2004).
391:, the teachers tended to address only the first two questions,
823:
Re-creating schools: places where everyone learns and likes it
312:
966:. Bloomington; Alexandria, VA: National Educational Service;
1362:"'Follow' me: networked professional learning for teachers"
533:
Because of these difficulties many teachers are turning to
193:
Encouragement of experimentation as an opportunity to learn
70:(1991). Charles B. Myers and Lynn K. Myers used the phrase
329:
968:
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indicates the characteristics of PLCs are as follows:
1397:
820:
658:(Revised ed.). New York: Currency/Doubleday.
1469:The Jossey-Bass reader on educational leadership
1002:on 27 October 2016 returned over 17,000 results.
187:Solutions actively sought, openness to new ideas
923:A summary of the white paper was published as:
867:. Paper presented at the annual meeting of the
819:Myers, Charles B.; Simpson, Douglas J. (1998).
565:
190:Working teams cooperate to achieve common goals
106:
1017:"What is a 'professional learning community'?"
908:Office of Educational Research and Improvement
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537:for PLCs. Teachers are finding groups through
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1206:"Organizational models for teacher learning"
1184:"Building professional community in schools"
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787:Myers, Charles B.; Myers, Lynn K. (1995).
74:in relation to schools in their 1995 book
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869:American Educational Research Association
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119:Professional Learning Communities at Work
93:Professional Learning Communities at Work
80:American Educational Research Association
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1366:Australian Journal of Teacher Education
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276:Teacher empowerment and school autonomy
91:and Robert E. Eaker published the book
1404:. London; Philadelphia: Falmer Press.
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1105:The NEW meaning of educational change
912:United States Department of Education
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241:Collective focus on student learning
7:
1323:Katz, Steven; Dack, Lisa A. (2015).
44:began to be used in the 1990s after
30:practice-based professional learning
154:are extensively shared, a focus on
54:(1990) had popularized the idea of
14:
871:, New York City, April 8–12, 1996
371:did students struggle with this?"
860:Myers, Charles B. (April 1996).
316:
225:Professional culture in schools
1471:(3rd ed.). San Francisco:
1191:Issues in Restructuring Schools
1051:Ministry of Education (Ontario)
213:professional learning community
72:professional learning community
42:professional learning community
18:professional learning community
1507:American Journal of Evaluation
1222:10.1080/00940771.2012.11461830
712:10.1080/19404476.2004.11658173
211:Around the time that the term
1:
1545:"About PLCs – All Things PLC"
1142:Journal of Educational Change
270:Interdependent teaching roles
238:De-privatization of practice
174:Ontario Ministry of Education
128:Ontario Ministry of Education
1574:. Curriculum Services Canada
998:A search for the phrase on
960:; Eaker, Robert E. (1998).
407:Learning about instruction
1623:
1379:10.14221/ajte.2013v38n12.4
1107:(5th ed.). New York:
518:Barriers to implementation
364:do we need to reteach it?"
283:Social and human resources
1400:Change forces: the sequel
1154:10.1007/s10833-006-0001-8
1103:(2016) . "Enter change".
925:Hord, Shirley M. (1997).
895:Hord, Shirley M. (1997).
423:
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58:, related to the idea of
1520:10.1177/1098214006296198
294:Cognitive and skill base
273:Communication structures
247:Shared norms and values
24:) is a method to foster
1602:Philosophy of education
357:do we need to reteach?"
288:Openness to improvement
172:The 2005 report by the
1109:Teachers College Press
1021:Educational Leadership
735:Teachers College Press
584:
489:Responsive revisioning
252:Supporting conditions
123:
56:learning organizations
26:collaborative learning
1327:. Thousand Oaks, CA:
1210:Middle School Journal
827:. Thousand Oaks, CA:
297:Supportive leadership
264:Time to meet and talk
259:Structural conditions
207:Supporting conditions
117:and Robert E. Eaker,
1597:Types of communities
1256:Education Leadership
1111:. pp. 107–120.
795:Wadsworth Publishing
618:Community of inquiry
579:The Fifth Discipline
561:The Fifth Discipline
554:Staff as a community
435:Targeted reteaching
235:Reflective dialogue
51:The Fifth Discipline
931:Issues About Change
472:Bounded improvement
226:
60:reflective practice
623:Learning community
378:do we reteach it?"
267:Physical proximity
230:Critical elements
224:
138:"Transforming the
1549:allthingsplc.info
1475:. pp. 3–16.
1078:on 3 October 2006
628:Lifelong learning
513:Staff development
510:
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426:student thinking
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291:Trust and respect
178:Education for All
66:in books such as
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1082:16 November
1049:. Toronto:
904:White paper
705:(1): 1–15.
699:RMLE Online
588:compromises
574:Peter Senge
309:Use of data
99:Definitions
85:white paper
46:Peter Senge
40:The phrase
1591:Categories
1578:27 October
1558:27 October
1411:0750707569
1275:Leadership
1060:0779480600
1027:(8): 6–11.
977:1879639602
917:27 October
875:27 October
838:0803964250
817:See also:
804:0534205747
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634:References
603:Leadership
568:heartfelt.
156:reflective
146:Attributes
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1193:(6): 3–6.
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1607:Pedagogy
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612:See also
571:—
543:Facebook
500:To whom
483:To whom?
455:To whom
442:To whom?
337:May 2017
167:feedback
163:dialogue
152:learning
112:—
48:'s book
539:Twitter
535:the web
395:and to
176:titled
159:inquiry
140:culture
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493:What
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1580:2016
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1487:OCLC
1477:ISBN
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504:how?
497:why?
480:why?
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355:What
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