I currently work at a school that wants to incorporate PLC (Professional Learning Communities). My school doesn't care for change too much which is unfortunate. Their idea of a PLC is to read a book and meet twice a week for 15 minutes . That is only if there isn't anything else going on and the weather is ok so our subs can take the students to recess. Oh by the way, collaboartion is during our break time and not built in to the schedule. Anyways I know the way we are going about PLC is wrong and teachers are resenting the idea. I don't think this is fair representing PLC's when I know it would benefit the students. I need help! How can I convince my district that we are not giving PLC a fair assessment?
...a place to gather, share, and learn.
My school district has
My school district has implemented PLCs for Science and Math this year. We were scared at first and has been a work in progress throughout this year. I first thought it was just a "Flavor of the Month" idea but it has really been a positive way to increase student learning and teacher development. At first, we had to do it for at least 45 minutes before school and after school. We were compensated for our extra work but it did drain us quite fast. The second semester we incorporated the PLC into one of our daily class periods. It reduced our classes taught, but we were fortunate to hire a few new teachers at the beginning of the semester to compensate for class sizes. I know you are elementary, but this is from a high school perspective. I do know next year we are increasing our class periods from 8 to 9 a day.
A few comments about the PLCs:
The PLCs have brought our department as a whole closer together. We have time to desegregate data, plan, discuss teaching roles, and basically improve how and what we teach to our students. We have seen some increase in student productivity and we are working harder and more effectively during the school day.
At first it does seem scary, and we have plenty of nay-sayers as well, but we pushed forward with the attitude of success. We still have problems and sometimes it does turn into a gripe fest, but we always come back down and discuss what we can do to make things better in our spheres of influence.
I hope this helps and good luck with the PLC. There are plenty of resources and books to help you plan and get things going. What people need to understand is that it is for the students and that is why we must move with the times and try anything we can to improve what we teach. In the end, the students are a result of our progress in education.
PLCs
I'm glad you brought up the topic of PLCs Comet2009, because it is one of the reasons we started eledblog.com. We thought of eledblog as one large PLC. Soon we'll be adding a group function which will allow users to gather into more specific groups (PLCs). It's often difficult and burdensome for working professionals to meet in a physical location. It helps working in the same building, but even then we often aren't in the right mental space to be doing what it is that we are asked to do when we are asked to do it, especially after a long day. The internet and social media technologies allow for people to gather and collaborate at times that are individually convenient. As an example, I wanted to respond to your post when I first read it but didn't feel I had the time to sit down and do it. Only now, a few days later, have I felt like I have the time to respond in the manner I like.
Another interesting thing about this site and the individuals who come here to read, write and share is that we are not required to participate, but rather are doing it because we are intrinsically motivated to better ourselves and build community with other learner/educator(s). I think UHSScience's comment about how the students are the ones who we are doing this for is exactly right. We might be gathering and sharing to help ourselves be better teachers, but a large part of our intrinsic motivation is the desire for students to be as successful as their given potential will allow.
I would be thrilled if school districts would move in the direction of on-line PLCs, whether they are on eledblog or somewhere else. Of course as a professional being compensated for our professional development time would be nice, though I think most of us feel that we are usually seeking to improve our teaching anyways. As a student of communication, I'm not blind to the disadvantages of on-line communication, such as the lack of face to face time, and non-verbal cues. I just think the advantages of these types of PLCs far out way the drawbacks.
Best wishes
I'm just wondering if anyone
I'm just wondering if anyone at your school site has been to PLC trainings. I have been to see the DuFour training twice, which was very beneficial. Before I went, I really didn't understand how PLCs were supposed to work, or why they were needed. We had strong resistance to PLCs before our teachers went to training. Fortunately, most of our teachers have now been through some type of training, so little by little teachers have bought in to the idea. When we saw first-hand how we could make small changes and reap huge benefits, we were sold. Unfortunately, PLCs do take a commitment from all involved. Once they are started, they're great! Best of luck to you!