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“Quality teaching requires strong, professional learning communities. Collegial interchange, not isolation, must become the norm for teachers.
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PLCs provide the architecture where links between school-level priorities and Departmental initiatives can be made to improve classroom-level teacher practice. PLCs use the curriculum, assessment and standards to determine ‘what is enough learning progress?’.
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Educators in a PLC assess their efforts on the basis of tangible results. They are hungry for evidence of student learning and use that evidence to inform and improve their practice.
Teachers are, of course, vital to the creation of successful professional learning communities (PLCs). They must be actively involved in their own learning and open to new ideas. When they have determined the best courses of action, they take measured risks in the implementation of their decisions.
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“A Professional Learning Community (PLC) is educators committed to working collaboratively in ongoing processes of collective inquiry and action research to achieve better results for the students they serve.
PLC members often share the goal of improving student achievement by improving their own teaching practice. This shared interest brings coherence and continuous learning
professional learning community (PLC) is a delicate recipe of ingredients that never cooks the same way twice. What makes a true PLC is how educators respond to the specific needs of their particular school. An idea or tactic embraced by one school may not work for staf at another school.
