You are listening to episode 31 of the Ready, Set, Science Podcast and today is all about setting yourself up with a STEELS PLC. What is a PLC? What is their purpose? How can you set one up at your school or join one? We will talk about all of this and more, so are you ready, get set, let’s talk PLCs.
Welcome back to ready, set, science! As you heard in the introduction, today’s episode is all about PLCs. I am really hoping that through this podcast and community we can start some PLCs to help support each other through the transition to the STEELS standards. More about that opportunity later in the show.
To start off let’s talk about what a PLC is and why they are important.
A Professional Learning Community (PLC) is a group of educators who come together regularly to collaborate, share expertise, and work collectively to improve teaching practices and student learning outcomes. PLCs are typically formed within schools or educational institutions, and they provide a structured framework for teachers to engage in ongoing professional development and reflection.
They have 2 main purposes:
To improve the knowledge and skills of educators through collaboration, the exchange of ideas, and professional dialogue.
To improve the educational aspirations and achievement of students through skilled teaching and strong leadership.
In the most basic sense, a PLC is a group where teachers can learn from each other through data driven, action research.
How do PLCs help teachers achieve these 2 goals?
Focus on learning
PLCs focus on student learning. They help teachers look at what the goal for the student is and then determine ways to help students achieve that goal. It is not about “what should we teach them?” and more about “How do we help them learn and understand a concept or topic?”
Collaboration
PLCs are a place for collaboration. Teachers work in small groups by grade level or curriculum or some other combination, to determine the goal and structure the teacher’s focus. They then meet at a frequency that makes the most sense to the group to discuss the topics that are important for the focus area.
Action Research/Focus
Teachers in PLCs conduct action research in their classrooms. This means that they are trying new things and assessing student learning to see what the best outcomes are. In most cases, there is a common assessment that can be used (in the case of science in PA this could be the PSSA) to determine what worked best.
Continuous Improvement
There is no specific “end” to a PLC. Within a PLC you create a community that strives for continual improvement and works toward multiple goals within an area or subject.
Results Based
The results drive the group. While the teacher can have a good idea about what worked or did not work, a PLC will be driven by results. There will always be data to back up what you are doing in the classroom setting to show what is working or not working.
ADVERTISEMENT: I am interrupting this episode to remind you of all of the STEELS implementation resources on my website. If you are an administrator, curriculum director or a teacher who wants more support with the STEELS transition, you can check those out (the link is in the show notes). I am offering a FREE 1 hour consultation meeting (within 1 hour) or video call to help you get your teachers on the right track. The meetings will be scheduled starting in April 2024 and will run through the summer but spots are limited. DM me on Instagram or email me to snag your spot TODAY!
How to start a PLC:
Gage interest/Recruit Members: Identify potential members for your PLC, including teachers, administrators, instructional coaches, and other relevant stakeholders. Seek individuals who are committed to collaboration, professional growth, and improving student learning outcomes.
Identify Purpose and Goals: Determine the purpose and goals of your PLC. Consider what specific areas of teaching and learning you want to focus on, such as improving student achievement in a particular subject area, implementing new instructional strategies, or addressing specific challenges within your school or district.
Formulate a Vision: Develop a vision statement that articulates the overarching mission and objectives of your PLC. This vision will serve as a guiding framework for your collaborative efforts and help align the activities of the group with its intended outcomes.
Establish Norms and Expectations: Define clear norms and expectations for participation, communication, and decision-making within the PLC. Establish ground rules that promote a positive and productive working environment, such as active listening, respectful dialogue, and a focus on evidence-based practices.
Set Meeting Schedule: Determine a regular meeting schedule for your PLC. Consider factors such as the availability of members, the frequency of meetings needed to achieve your goals, and any logistical considerations such as room availability or technology requirements.
Plan Meeting Agendas: Develop agendas for each PLC meeting that outline the topics for discussion, goals to be accomplished, and any materials or resources needed. Be sure to allocate time for collaborative planning, data analysis, professional learning activities, and reflection on teaching practices.
Facilitate Collaborative Inquiry: Structure PLC meetings to facilitate collaborative inquiry and problem-solving. Encourage members to share their expertise, experiences, and insights, and facilitate discussions that promote critical thinking, reflection, and exploration of new ideas.
Collect and Analyze Data: Use data to inform your PLC's work and decision-making processes. Collect and analyze student performance data, assessment results, classroom observations, and other relevant information to identify areas for improvement and track progress toward your goals.
Reflect and Iterate: Regularly reflect on the effectiveness of your PLC and its impact on teaching and learning outcomes. Use feedback from members, student data, and other sources to evaluate the success of your collaborative efforts and make adjustments as needed to enhance effectiveness.
Celebrate Successes: Recognize and celebrate the accomplishments and milestones achieved by your PLC. Acknowledge the hard work and dedication of members, and highlight examples of improved teaching practices and student learning outcomes resulting from your collaborative efforts.
A STEELS PLC:
So here comes the good part. Are you interested in being part of or even running your own STEELS PLC? If you are interested in collaborating with other teachers in your area or district, please fill out this google form to get your name on the list. I will leave the list open for a few weeks and then work on setting up in person or virtual PLCs. I am so excited for this and I think it is a great way for us to grow as a community working on the new standards.
Thank you all so much for listening! Please do not forget to like, subscribe and leave a review! Have a great week!
Resources:
https://blog.alludolearning.com/professional-learning-communities-in-education
https://www.ascd.org/el/articles/what-is-a-professional-learning-community
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