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Professional Learning Community (PLC) is a term that is thrown around to describe most meetings in most districts. However, many are not true PLCs. A true PLC is a community of teachers with a shared vision and goals who are focused on student learning, not their own teaching, and are willing to work openly and collaboratively to improve this learning.
Dufour says, “To create a professional learning community, focus on learning rather than teaching, work collaboratively, and hold yourself accountable for results” (2004). In his article, “What Is a ‘Professional Learning Community’?”, Dufour brings up 3 “Big Ideas”: Ensure that students learn, A culture of collaboration, and A focus on results (2004). These big ideas give a great overview of what a true, and successful, PLC looks like. The first big idea focuses on the intentional shift from teaching to learning.Teachers must ask themselves and each other what school and classroom characteristics have most impact on student achievement and figure out how to adopt those characteristics. Every teacher must work together to answer these questions: “What do we want each student to learn? How will we know when each student has learned it? How will we respond when a student experiences difficulty in learning” (DuFour, 2004, p. 8)? The last question is what leads to true change. The response to these students needs to be timely, based on intervention instead of remediation, and directive (DuFour 2004, p. 8). Teacher must do this work in a safe community; this leads to the second big idea and main focus of this post, collaboration. If collaboration is not done well the PLC will not be effective. It has to be a team effort with all member completely bought in. Unfortunately, most teachers work in isolation. Dufour suggests that a PLC should be a systematic approach teachers use to work together in order to improve their practice. An on-going stream of questions should promote student learning and achievement (DuFour, 2004). There are many problems that can arise in this step. As DuFour does not look at these in depth, they will be discussed below with another article. The final big idea DuFour discusses is focusing on results. PLCs are judged based on results. Teachers evaluate students, set goals, and attempt to measure the success of these goals. Many teachers suffer from what DuFour calls the DRIP syndrome, data rich/information poor (DuFour, 2004). PLCs welcome data and work to turn it into relevant information. Data only really helps if there is a way to truly compare it. Some ways to do this is for teachers to develop common assessments that test student growth based on skills, and to share successful practices and strategies when students fall short (DuFour, 2004). In the end, PLCs depend on teachers’ hard work and collaboration.
Taking a closer look at DuFour’s second big idea, collaboration, one must consider what may get in the way. In the article “Five Dysfunctions of a Professional Learning Community” Weber gives the most common mistakes members of PLCs can make. These mistakes, in isolation or together, lead to an unproductive PLC. This article actually starts by quoting DuFour and reminding the reader that the organization of a PLC is focused on and committed to the learning of each student. Weber has seen many issues as he has watched teachers try to implement PLCs, and he describes the top five (2014). The first dysfunction is a lack of norms. Every team must set up norms as the foundation of its PLC; if norms are not set up, conflict or dysfunctional team members will tear the group apart. When norms are set up, collaboration is easier because members know how to communicate, makes decisions together, and handle conflict (Weber, 2014). The second dysfunction is a lack of team goals. If a group does not agree on goals they may be working towards separate directions. “A team without goals will lack purpose, urgency and a destination” (Weber, 2014). The third dysfunction is a lack of trust. Team members have to trust each other to have an open group and to learn from each other. Team members will not be vulnerable and truly grow without a common trust. The fourth common dysfunction is a lack of communication. Traditional, top-down, leadership found in most educational settings is very different than what is found in an effective PLC. Communication problems arise when norms and goals are not set in a PLC (Weber, 2014). The final common dysfunction in PLCs is a lack of essential learning outcomes. Effective teams provide common learning outcomes for all students. The lack of these make a “disjointed curriculum experience” for the students (Weber, 2014). Having any of these dysfunctions will make a PLC ineffective. It is easy to see how all of these dysfunctions are perversions of DuFour’s second big idea, collaboration; this article simply expands on problems that can arise if collaboration is not done well. A PLC is only as good as its group members are committed to true collaboration.
Looking at the major issues that could happen in a PLC, it may seem very difficult to ever have a successful one with a real group of teachers. How can a any group of people who are naturally different work together in such a seamless way? It seems there are too many differences that will get in the way and cause issues. Daoudi and Bourgault expel this myth in their study, “Discontinuity and Collaboration: Theory and Evidence from Technological Projects”. This study empirically measure how different aspects can affect group work. The study found that differences in culture did not bring about discontinuity in groups. Contrairily, different work practices including objectives, priorities, differences in handling issues and the decision making process have a negative impact on a group’s effectiveness. The findings of this study further reinforce DuFours big idea of collaboration and Weber’s conclusions about dysfunctionality. A successful PLC will have norms and goal set up to ensure each member is committed and on the same page while allowing members to stay autonomous and keep their teaching identity.
While DuFour gives a good view of what a PLC should look like and do and Weber warns against certain dysfunctions, the question remains of how to actually create a successful PLC. What steps should a group of teachers take in order to have a well-functioning, successful PLC as described by DuFour with his three big ideas? Ullman works to answer these in her article “How to Create a Professional Learning Community”. This article discusses different tips for creating a successful PLC. The first thing that is necessary is to teach participants how to collaborate. A group cannot assume that this will come naturally and needs to create its own protocols and norms to function. Next the group needs to create an atmosphere of trust. This needs to start from the top down; school leaders must demonstrate that the goal is collaboration and not competition. The next tip is to allow enough time. Whether this means common prep periods or allotted meeting time during the school day, members of a successful PLC have dedicated and sufficient time together. In a well-functioning PLC this will create an “open door” culture where members will continue meeting informally on their own time as well. Being broad and inclusive is also important. Teachers should be ready and willing to include any staff members that may lend perspective. On the same note, getting outside help can be beneficial as well. Sometimes consultants with more or different experience can help a PLC navigate through unfamiliar territory. The final tip the Ullman offers is to remember what the “L” means in PLC (2009a). Remember that each member should work to have open discussions and learn from his or her colleagues (Ullman, 2009a). These tips naturally flow into DuFours three big ideas, but offer some interesting and unique insight on how to actually get to healthy PLC.
Ullman has another article that is very similar to DuFour’s and also echoes some of Weber’s main points, “Teachers and Community Members Practice TLC with PLCs”. This article actually quotes DuFour on the topic of looking for superheros in schools: "We need to let go of the idea that heroic individuals will change schools, ... Instead of looking for superheroes, we need to work collectively to help everyone be successful." Ullman discusses that flexibility of focus within a PLC - these groups can meet about any topic and be composed of countless combination of staff and administration (2009b). However PLCs can be used successfully. She discusses a success story where PLCs changed teacher practice and improved student achievement. In this article, Ullman gives real life examples of DuFour’s third big idea, a focus on results. This article show that when teachers develop and follow the guidelines of a true PLC instruction, and in turn students, will grow.
Throughout all of these articles a few common threads are woven. First, teachers must shift their focus to student learning. This must be done through collaboration. In order for collaboration to be done well, and for the focus to truly shift, effective PLCs must be set up. An effective PLC has common norms and goals, buy-in from every member, and is a safe place for collaboration not competition. There are some common mistakes that are made when setting up PLCs, but these can be avoided by the group developing and following common mission, vision, and goals. When a PLC is developed and used well teachers, and more importantly students, succeed.
References
Daoudi, J. & Bougault, M. (2012). Discontinuity and collaboration: Theory and evidence from technological projects. International Journal of Innovation Management, 16(6), 1240012-1 - 1240012-25.
DuFour, R. (2004). What Is a "Professional Learning Community"? Educational Leadership, 61(8), 6.
Ullman, E. (2009a). How to Create a Professional Learning Community. Retrieved January 31, 2015, from http://www.edutopia.org/professional-learning-communities-collaboration-how-to
Ullman, E. (2009b). Teachers and Community Members Practice TLC with PLCs. Retrieved February 01, 2015, from http://www.edutopia.org/professional-learning-communities-collaboration
Weber, S.. (2014). Five dysfunctions of a professional learning community. Retrieved from http://edge.ascd.org/_Five-Dysfunctions-of-a-Professional-Learning-Community/blog/2965471/127586.html
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