Why professional learning communities?

Using PLCs Outcomes for Teachers:

COLLABORATION

“…a collection of superstar teachers working in isolation

cannot produce the same results as interdependent colleagues who share and

develop professional practices together.”

“…learning and change is intensely interpersonal.”

(People getting smart together)

Collaboration:• Sharing expertise and perspectives on

teaching and learning• Examining data about students• Shared responsibility and mutual

support for effective instruction

There is no such thing as group behavior. All

“group behavior” results from the

decisions and actions of individuals.

“The most important learning occurs through relationships in community”

“Teachers need instruction in building a professional community to replace the isolation that has been the norm for most teachers.”

Ann Healy-Raymond, Professional Development Specialist

“…it is dangerous and often counterproductive to put adults in a room without frameworks and tools for skilled interaction.”

The Adaptive School; Garmston & Wellman

“Communication leads to community, that is to

understanding, intimacy and mutual valuing.”

– Rollo May in Leading Every Day

Two Important Things:• That we talk: professionals who are

charged with preparing students to be successful collaborative citizens should themselves use the rich resources offered by true collegiality.

• How we talk: it influences the personal and collective satisfaction that motivates us to effectively talk together in our schools. “Any group that is too

busy to reflect on its work is too busy to improve.”

Resources• http://www.adaptiveschools.com/asbooks.htm• Adaptive Schools Books 

The Adaptive School: A Sourcebook for Developing Collaborative Groups by Robert Garmston and Bruce Wellman. Christopher Gordon Publisher, Norwood, MA. Telephone: 800- 934-8322. The Adaptive School: Developing and Facilitating Collaborative Groups Syllabus by Robert Garmston and Bruce Wellman. Christopher Gordon Publisher, Norwood, MA. Telephone: 800- 934-8322.The Presenters Fieldbook: A Practical Guide by Robert Garmston. Christopher Gordon Publisher. Norwood, MA. Telephone: 800- 934-8322. 

• Collins, Jannette. (2004). Education Techniques for Lifelong Learning: Principles of Adult Learning. Available at:

• http://radiographics.rsnajnls.org/cgi/content/full/24/5/1483• Garmston, Robert J., and Bruce M. Wellman. (1992). How to

make Presentations that Teach and Transform. Alexandria, Virginia: Association for Supervision and Curriculum Development.

• Goodlad, John. Principles of Adult Learning. Available at:• http://www.teachermentors.com/RSOD%20Site/StaffDev/

adultLrng.HTML

4 May LCF DATA (N= 61 Teachers overall)Using the scale below (1 = no connection, 4 = strong connection) describe the strength of the professional connections you made as a consequence of the LCFs and the DAP planning sessions at the LCFs.

Connections with… NoConnection

% % %

Strong connecti

on% NA

%

Mean N

Teachers at my grade level or content area - 16 38 46 - 3.30 56

Teachers across grade levels or content areas - 20 52 28 - 3.09 56

Teachers at my school - 23 39 34 4 3.18 56

Teachers at other schools 2 20 38 40 2 3.20 56

A science specialist in my district 7 15 16 18 44 3.76 55

My principal 10 20 44 22 4 2.87 55

Other administrators (besides my principal) 7 38 35 13 7 2.76 54

Higher education faculty 21 24 42 11 2 2.49 53

Teachers on Special Assignment (TOSA) 2 24 53 17 4 2.96 53

Other - - - - 100 4.00 3