NotesFAQContact Us
Search Tips
ERIC Number: EJ903507
Record Type: Journal
Publication Date: 2010-Oct
Pages: 6
Abstractor: ERIC
Reference Count: 0
ISSN: ISSN-0013-127X
Professional Learning Communities Allow a Transformational Culture to Take Root
Garrett, Kristi
Education Digest: Essential Readings Condensed for Quick Review, v76 n2 p4-9 Oct 2010
This article discusses a new approach to teaching--professional learning community (PLC). Teachers have long collaborated with colleagues and participated in continuing education, but becoming a PLC is a new experience. A PLC is perhaps best defined as a fundamental shift in a school's culture. It is distinguished by three key elements: (1) a focus on learning; (2) professional collaboration; and (3) a focus on results. A team of educators works together to read and discuss research and strategies they would like to try, then they evaluate the results. The process of analysis, reflection, and action is continual. Less successful teachers receive help and support from more successful team members. Ensuring that no student falls through the cracks is the entire team's responsibility. PLCs complement and help sustain other intervention efforts by creating a fundamental change in educators' approach to teaching and learning. Some schools or districts develop their own framework by discussing selected readings and visiting other schools with established learning communities. Others may seek help from consultants such as a county office of education or other consulting organization. But the journey is theirs. While most of a PLC's work is accomplished by the team members themselves, the governing board can do much to support their success--approving schedule adjustments and contractual changes, for example, or allocating resources the PLC needs. The more board members know about PLCs, how they work and what they need to be successful, the better.
Prakken Publications. 832 Phoenix Drive, P.O. Box 8623, Ann Arbor, MI 48108. Tel: 734-975-2800; Fax: 734-975-2787; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A