PROFESS IONALLEARN INGCOMMUN IT I ES

L ID IA SC INSK I

WWW . L ID IASC INSK I .COM

BACKGROUND

Professional learning communities (PLCs) are a great

way for teachers to collaborate with one another and

improve their skills.

Richard DuFour, an expert on professional learning

communities, believes that the phrase “should only be

applied to schools in which all teachers and school

leaders use specific, recommended strategies.”

This presentation looks at DuFour’s three “big ideas”

that help ensure the success of professional learning

communities.

PROFESS IONAL LEARN ING COMMUN IT I ES

1MAKE SUREALL STUDENTSLEARN

In order to ensure that all students learn,

PLCs should ask themselves four 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?

How will we respond when students have

already learned it?

PROFESS IONAL LEARN ING COMMUN IT I ES

2 COLLABORATION

PLCs are collaborative communities where

teachers are encouraged and expected to

collaborate.

When everyone works together the school

can recognize issues quicker and deal with

them more effectively.

In order for collaboration to happen, schools

need to look at their practices and make

sure they aren’t hindering collaboration.

PROFESS IONAL LEARN ING COMMUN IT I ES

3 RESULTS

Every professional learning community needs to

have a system for determining success.

Looking at results often means looking at data. For

example, this might mean looking at the results of a

state test to determine the school’s strengths and

weaknesses.

It also means taking steps to deal with weaknesses.

If educators want a PLC to work, then they need to

confront their organization's weaknesses.

PROFESS IONAL LEARN ING COMMUN IT I ES

LEARN MORE

To learn more about professional learning communities

visit www.lidiascinski.com.