CLC: Collaborative
Learning Communities
DANIELA KELLER, LAKYN CRUMBLY,
KELLEY OURADNIK
GRAND CANYON UNIVERSITY
EAD 523-0500
MAY 10TH, 2020,
GCU
GCU PLC
• BuCollaborate Cliparts #2494862. (2019).
HAPPY GROUP
Mission
To collaborate and create a learning culture for every student to
have growth academically, emotionally and socially
Goal of Professional Learning
Community
“Professional development that helps (teachers) write, practice, and deliver more engaging
lessons and implement effective classroom routines (Baum, K., & Krulwich, D. 2017. p.
63)
Have continuous collaboration and build a strong teacher support-system
Teachers become leaders
Increase student achievement in daily lessons and assessments
Professional Learning Community
Working together as leaders for a common goal
Standards for Professional Learning state, PLCs
increase:
Continuous improvement
Collective responsibility
Alignment of goals.
Professional Learning Community
“Learning community members are accountable to
one another to achieve the shared goals of the school
and school system and work in transparent,
authentic settings that support their improvement”
(The Professional Learning Asso. 2020).
Teacher benefits
Will provide clear, detailed reports to help identify who needs help,
uncover common misconceptions, celebrate student progress, and
make better instructional decisions.
Assign material directly related to what you are teaching now
Receive detailed reports about student effort and misconceptions
Incorporate material from other courses
Pinpoint individual concepts to assign
Benefits for Students
Increased learning
Consistency of curriculum
“When systems increase the stakes for students by
demanding high, equitable outcomes, the stakes for
professional learning increase as well” (The Professional
Learning Asso. 2020)
Measurable outcomes for PLC
Have continuous collaboration (PLC’s Notes, E-mails, Calls)
Working together to develop lesson plans and strategies that are impactful.
Brainstorming and problem solving together
Developing consistency with school wide goals
Having a built-in support system
Teachers become leaders and collaborators.
The overall structure of the PLC
Member roles and expectations
One leader per grade level/subject – 6th, 7th,and 8th
The leader will have one session meeting per month with grade level leaders and teachers and
will report to the Lead team
7th Grade Math will meet every Tuesday and Friday – Teachers will discussed the lessons
and common assessments
Math PLC will meet every 1st Wednesday of the month to discuss progress and collaborate
How the teachers will monitor and evaluate the
implementation of the plan
Theteachers will analyze student achievement data (e.g. interim
assessment results, common formative assessments, student work
samples, NWEA, EOCs).
Theteam will monitor progress toward better NWEA and EOC
scores and common summative assessments
Timeline to implement the PLC
September to December – four months
Set-up a weekly cadence for your PLC to discuss student data, content
pacing, potential misconceptions of students, and
Departments should be pulled once a learning cycle (every 4 ½ weeks) for
group PD and for PLC breakout sessions to be facilitated by an instructional
coach.
Focus on student motivation and progress
The four critical questions of a PLC
What do we want all students to know and be able to do?
How will we know if they learn it?
How will we respond when some students do not learn?
How will we extend the learning for students who are already proficient?
How the PLC outcomes could be evaluated
In an honest and constructive discussion, determine teachers level of knowledge about the
specific areas of curriculum and determine what areas educators require further
professional development and assistance
Using the student data from Common Formative Assessments, evaluate what students
already know and determine student learning needs for intervention or reteaching.
Using these evaluations, the student learning focus of the next week and how the PLC
will use Common Formative Assessment data to meet student learning needs.
How the PLC outcomes could be evaluated
-Continued
Using these evaluations, the student learning focus of the next week and how the PLC
will use Common Formative Assessment data to meet student learning needs.
Each teacher should share their student data from the previous week to discuss
shortcomings and achievements to promote student success.
Each PLC team will discuss with admins and instructional facilitators how to go forward
based on the student data
Summary
We all support the school’s vision “to find and develop the potential in
each student, along with the school’s mission to collaborate and create a
learning culture for every student to have growth academically,
emotionally and socially
We want to maximize the potential for growth with the resources we use
References:
Baum, K., & Krulwich, D. (2017). A New Approach to PD—and Growing Leaders. Educational Leadership, 74(8),
62–66
Professional Standards for Educational Leaders. (2016). National Policy Board for Educational Administration.
Reston, VA: Author. (pp. 9 and 10). Retrieved from
http://www.gcumedia.com/digital-resources/pearson/2016/school-law-and-the-public-schools_a-practical-guide-for-educational-leader
s-custom_6e.php
The Professional Learning Association. (2020) Retrieved from: https://learningforward.org/standards/learning-communities/
https
://www.google.com/search?q=gcu+campus&rlz=1C1GCEA_enUS832US832&tbm=isch&source=iu&ictx=1&fir=S2axxxYTkXF8w
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-5nf16fpAhUPnq0KHUEhAQUQ_h0wAnoECAkQCA&safe=active&ssui=on#imgrc=omb6SCzZpSzQ2M
Ark, Tom Vander, and Tom Vander ArkTom Vander Ark. “Personalize Learning and Build Agency By Using the 4 PLC Questions.”
Getting Smart, 21 Aug. 2018, www.gettingsmart.com/2018/08/personalize-learning-and-build-agency-by-using-the-4-plc-questions/.
