Finding Time for PLCs Now that you have determined the stage of your PLC, what is keeping it from developing to bring about full effectiveness for student achievement? Refer to the textbook on page

Finding Time for PLCs

EDL-791

Data Analysis Program Improvement through Professional Learning Communities

Sylvia Ballentine

March 6, 2016

Currently there is very little collaboration in the PLCs at my school, even though it is conducted weekly. The only issues that have been discussed are student behaviors and the proper way to write an Individualized Educational Plan (IEP). Some other discussions have been about IEP modifications. However, no data has been reviewed nor has any strategies of improvement been discussed. It is essential to use achievement data (Christiansen & Robey, 2015) in PLCs. This is making the PLC ineffective to succeed in improving student learning.

There are several barriers that are preventing the PLC from being properly implemented and effective. One of the main reasons is lack of training. All of the teachers in my PLC stated they have never received training on how to properly and effectively conduct a PLC. Two of the teachers in my PLC are first year teachers. These two teachers stated they never talked about PLC in their college courses nor did they attend a PLC when they were doing their internship in another school district. The two veteran teachers, teachers that have taught for over 25 years, stated they have been hearing about PLCs for a while and they knew they would have to do it, but they were waiting to receive training on it. They also stated that they are like everybody else; they just received a brief description of PLC from the school administrator and then were expected to carry out the task. This can be confirmed as a barrier when Peppers (2015) stated that “adult learners tend to feel uncommitted to any decision or activity when they feel the event is being imposed on them without their input in the learning process.”

Another barrier that was noted was time. Even though our PLCs are conducted weekly for approximately 30 minutes, many members of my PLC do not have the extra time after school to meet and thoroughly discuss student data. Several attempts have been made to schedule the PLC during the school day, but due to different planning period times it has been unsuccessful to do. The teachers cannot conduct the PLC in the morning because they usually have duty. A common day and time to meet longer than 30 minutes has not been determined by the PLC.

One strategy for improvement can include training on how to properly conduct a PLC, not a staff development with an over of a PLC. The training should include an agenda, video of a PLC being conducted, and a skit with the PLC members conducting a PLC with the trainer observing. Christiansen and Robey (2015) described how supporting teacher learning with professional materials and key resources can improve PLCs. These materials include subscriptions to journals, books, videotapes, DVD’s, CD’s, computer programs or web sites, and conference materials or access to conferences. It can also be noted that the teachers should take advantage of the current time allotted for PLCs and properly meet to conduct a PLC meeting. The chairperson needs to ensure that proper issues and topics are being discussed and data is being reviewed. Once an action plan is developed and implemented, the chairperson should ensure that proper review of the plan is conducted in the future.

The school administrator needs to make random visits to the PLC meetings to ensure that the meeting is being properly conducted. A thorough written report of the meeting or the action plan that was developed during the meeting should be presented to the school administrator so that he can know what to look for when he is observing the teachers and students, making sure the action plan is being implemented by all teachers.

Christiansen and Robey (2015) suggested a variety of strategies for improving PLCs. Some strategies include: “extending the weekly instructional time four days of the week to facilitate an early release on a fifth day; hiring subs or retirees; and setting up “activity days” during which volunteers work with students, or using interns/student teachers” (Christiansen & Robey, 2015). In addition to those strategies, DuFour, DuFour, Eaker, and Many (2006) suggested an extended number of additional strategies. These authors suggested that teachers “share classes (i.e., teachers blend individual classes into a larger grouping for instruction, sometimes using ideas such as literacy buddies, tutors, or mentors); parallel scheduling (i.e., specialists such as PE, music and art teachers provide daily lessons with an entire grade level during an established time); and using in-service/faculty meeting time for PLCs” (DuFour, DuFour, Eaker, & Many, 2006). According to Pepper (2015), all of this would suggest that teachers can increase their knowledge on how to enhance and improve student learning outcomes for student success by actively engaging in PLCs.

References

Christiansen, T. & Robey, P. 2015. Promoting systemic change through the integration of professional learning community practices with glasser quality schools. International Journal of Choice Theory and Reality Therapy, 35, 1, 7-13.

DuFour, R., DuFour, R., Eaker, R., & Many, T. 2006. Learning by doing: A handbook for professional learning communities at work. Bloomington, IN Solution Tree.

Pepper, G. 2015. Teachers’ perceptions and implementation of professional learning communities in a large suburban high school. National Teacher Education Journal, 8, 1, 25-31.

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