IMPROVING PROFESSIONAL LEARNING COMMUNITIES: HOW TO CREATE THE MOST EFFECTIVE PLCS

By: Lindsey Passaglia

Research Questions 

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What methods are used in creating effective professional learning communities and allowing them to work in a high school setting? What do successful professional learning communities look like?

Reviewed Literature: What do PLCs look like 

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PLCs are groups of educators working together with a shared vision, beliefs, or values. Educators should work together to build new knowledge about instruction, reflect on current practices, and challenge each other (Linder, Post & Calabrese, 2012). PLCs should inhabit similar qualities that would be seen in collaborative learning environments (Hargreaves, 2012).

Reviewed Literature: PLC challenges in a high school building      

Demographics of the school School schedules School culture Time Money Buy in from teachers

Reviewed Literature: Important characteristics of PLCs 

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Ongoing- Follow through from administration and other school faculty Context-specific- Should follow specific guidelines related to a content Aligned- All PLCs should have similar goals in mind and similar methods used Collaborative and inquiry based- All members should analyze material and share findings (Knapp, 2003)

Reviewed Literature: Successful components and dimensions 

One study stated that the three most highly rated components of a PLC were: Using a selected topic in depth  Having assistance from other faculty members  Selecting, implementing, sharing, and discussing results of activities with each other 

(Linder, Post & Calabrese, 2012) 

The success of any PLC should be measured along:   

Outcomes Tasks Relationships (Petrone & Ortquist-Ahrens, 2004)

Methods 

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The purpose of this study is for teachers to know and understand what a PLC consist of and how to utilize the tools that can be accessed within a PLC. Data collection will be used to analyze the PLC system in place at the participating school and to begin an action plan.

Methods: Data collection 

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Data collection process will last approximately two weeks and will consist of teacher surveys, PLC observations, and PLC leader interviews. PLC surveys will cover all content areas as well as the special education department. Interview and observation data will be collected by using a variety of qualitative questioning.

Methods: Data collection (A) PLC Survey All information in confidently and will not be shared with anyone other than my research supervisor. Content Area: _____________________________________ Please answer the following questions to the best of your ability, and with as much information as possible. 1. What kind of professional development training have you had over PLC’s? What has been your biggest take away from any of these PD’s?

2. Describe for me what you envision an effective PLC to look like?

3. How frequently and for what lengths of time do you think is most suitable for a high school PLC?

4. What current practices and methods is your PLC using?

5. What downfalls are you seeing with the current PLC system in place?

Methods: Data collection (B) Observation Documentation PLC (content area): ________________________________ Number of PLC members: _________________________ Date/time: __________________________________________ Specific methods used:

Specific topics discussed:

Overall observation:



Methods: Data collection (C) Interview Documentation Interview #:________________ PLC (content area): ________________________________ Number of PLC members: _________________________ Date/time: __________________________________________ What current issues are you having within your PLC?

What issue do you see occurring with the school wide PLC system?

As a PLC leader, what kind of tools do you need to assist in having an effective PLC?

What methods are successful within your PLC?

What suggestions might you make in creating an effective PLC system school wide?

What are your overall thoughts about professional learning communities?

Participants  

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10 high school teachers ranging in age and gender All Caucasian and have been teaching for at least 3 years English, math, science and social studies content areas will all have participating teachers All surveys, interviews, and observations will take place in the school building during the school day or immediately after the school day

Procedures 

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Step 1- Participants will be selected randomly and voluntarily making sure to cover all content areas and special education. An email containing an explanation of the study plus a consent form will be sent out to participating teachers. Step 2- Distribution and collection of surveys. The researcher will begin collection data paying close attention to reoccurring themes and pros/cons.

Procedures 

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Step 3- PLC observations and interviews. Communication with PLC leaders will take place to set up observations and interviews with PLC leaders. Step 4- Data collection using all three methods: Surveys, observations, and interviews. Pros/cons will be charted as well as reoccurring themes.

Action Plan: Data organization 

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Once data is compiled and organized it will be presented to the PLC committee, RTI coordinator, and existing administration Common themes as well as pros/cons will be presented and discussed A timeline will be set in when a new PLC system will be put in place The action plan will have to be a priority task for the school

Action Plan 

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The action plan will consist of a school wide systematic PLC system that will have strong leadership and well established guidelines The action plan will have to consider scheduling, demographics, and extended time Tasks and monitoring will have to be a part of the new PLC system The action plan and new system will be presented to faculty in a timely and positive manner

Evaluation 

Reoccurring themes compiled from surveys, observations, and interviews: Issue of too many preps in one day- Teacher are unable to attend all PLCs they are a part of because of the number of preps they have  Lack of structure and follow through- Every PLC is doing something different. Any data collected or minutes of a meeting turned into administration are never discussed again  Lack of time- PLCs must take place once a week; teachers are meeting during their own planning time or lunch 

Conclusion 

Successful PLCs stem from:  Strong

leadership starting with administration and supporting roles (PLC committees and RTI coordinators)  Organized and timely meetings NOT taking place during teacher planning or lunch  Follow through with data collection and student learning

Conclusion 

Potential limitations:  Time  Validity

of surveys  Relevance  Generality