An Introduction to PLCs

What does a School as a PLC look like?

In a PLC, all teachers work collaboratively in Learning Teams to attain high levels of student learning and positive student outcomes in alignment with school goals. Learning Teams are groups consisting of 4 to 8 members who meet regularly (e.g. during Timetabled Time) and work interdependently to bring about positive change in student learning. Teachers in Learning Teams collaborate in areas such as refining lesson plans and materials as well as teaching strategies and assessment practices. By deprivatising practice around these areas, teachers collectively engage in an ongoing cycle of reflection that promotes deep team learning through shared experience.

The PLC Model for Schools

The diagram below shows the PLC Model for Schools, which articulates pictorially the key elements of schools as PLCs.

The success of schools as PLCs align closely to the 3 factors referenced in Michael Fullan's "Triangle of [1] Success"

a. School Leadership. School leaders provide the foundation of each school's PLC efforts by providing goals and direction underpinned by shared School Mission, Vision and Values. They lead the PLC Coalition Team in their efforts as the driving force behind the PLC and provide the necessary support for Learning Teams to meet their objectives.

b. Systemness. School leaders are also responsible for creating the right environment for their schools to build a strong learning culture among their staff. By providing the necessary resources and setting in place the properstructures and processes, school leaders help build an environment where collaboration and continual professional learning can flourish. c. Deep Pedagogy. As the basic building blocks of a PLC, Learning Teams use strong inquiry-based collaborative tools (e.g. Lesson Study) to help teachers improve on their instructional practice. To ensure fidelity of practice across the education system, objectives of Learning Teams are aligned to school goals and other areas of learning priority. With the Professional Divisions and Subject Chapters of the Academy providing the necessary pedagogical and content expertise, Learning Teams provide practical, job-embedded PD that will help teachers address the Theory-Practice Gap and better apply their professional knowledge in the classroom. This would, in turn, improve student outcomes and help in the achievement of school goals. Please refer to the MOE Intranet for more information on PLCs.

This "Triangle of Success" was discussed at the 2008 International Education Leaders' Dialogue from 1 3 Dec 2008 in Melbourne, Australia where Michael Fullan was a facilitator and suggests that the three most important factors in creating successful school systems are School Leadership, Systemness and Deep Pedagogy.

The 3 Big Ideas

The 3 Big Ideas are key guiding principles of this PLC model and serve to provide the backdrop for schools to embark on the PLC journey. The 3 Big Ideas are: a. Ensuring Students Learn. PLCs focus on the learning of each student. Thus the relevant question in a PLC is not "Was it taught?' but rather, "Was it learned?" This shift of focus underpins the work of a PLC. In a PLC, school leaders and teachers work together to develop high levels of professional expertise to improve student learning outcomes.

b. Building a Culture of Collaboration. PLCs are built on a collaborative culture, where school leaders and teachers work together to achieve their collective purpose of learning for all. Structures and processes are put in place to facilitate the development of such a collaborative culture. One essential structure is the Learning Team, with every teacher being a member of one. Focusing on

student learning, each Learning Team meets at a routinely designated time throughout the school year. When teachers learn and work in teams, a sense of shared purpose and collegiality is fostered among the staff. Teachers in PLCs are mutually accountable for their students and work interdependently towards their common goal. c. Focusing on Student Outcomes. PLCs judge their effectiveness on outcomes related to the holistic development of their students. Every Learning Team is involved in an ongoing process of using meaningful data to continually improve classroom practice and thereby, student achievement. Data can be catalysts for improved teacher practice if (a) there is a basis for comparison and (b) information facilitates the identification of areas hindering or enabling student learning. Armed with meaningful data, teachers can then employ appropriate and timely intervention strategies. Please refer to the MOE Intranet for more information on PLCs.

The 4 Critical Questions

The 4 Critical Questions guide Learning Teams to focus on improving instructional practice in the classroom. The 4 Critical Questions reinforce the first Big Idea, which is Ensuring Students Learn. The 4 Critical Questions are: 1. 2. 3. 4. What is it we expect students to learn? How will we know when they have learned it? How will we respond when they don't learn? How will we respond when they already know it? - www.allthingsplc.org

These questions enable teachers to clarify exactly what each student must learn and consider how they can monitor each student's learning in a timely way and provide systematic interventions. These intervention strategies ensure students receive additional support for learning when they have difficulties. They also ensure learning is enriched when students have already attained the intended outcomes. The PLC model is a powerful way of working together that affects the teaching practice of individual teachers. The 3 Big Ideas clarify the main goals and objectives at the school level, while the 4 Critical Questions guide teachers to focus on students' learning. By so doing, PLCs systematically enhance the performance of teachers as they hone their instructional practice so as to improve student outcomes Please refer to the MOE Intranet for more information on PLCs.