Professor Alma Harris

November 2011

International Professional Learning Communities (iPLC)

Enhancing the power and potential of professional learning

Engage in mutual enquiry, focused collaboration and reciprocal learning

With and from other countries around the world.

International Professional Learning Communities

The Challenge (SEF 2008)

To transform the education system so that we ensure success for each student in each setting (Harris, 2008)

School Effectiveness Framework

Professional Learning Communities

within, between and across

Schools (SEF, 2008)

A Professional Learning Community is created

• When a group of professionals collaborate and enquire in order to improve learner outcomes

• The ultimate goal of a PLC can be summed up in three words: improved learner outcomes.

Beth yw CDP? What is a PLC?

Mewn Cymunedau Dysgu Proffesiynol mae addysgwyr yn• ymrwymo i weithio’n gydweithredol• cyfranogi mewn penderfyniadau• meddu ar synnwyr o bwrpas• derbyn cyfrifoldeb ar y cyd am ddeilliannau eu gwaith

Professional learning communities are where educators• engage in collaborative work • participate in decision making • have a sense of purpose • accept joint responsibility for the outcomes of their work

What is a PLC? A PLC Not a PLC

Group of professionals working as a team to address specific learner needs arising from the analysis of data/evidence.

Formally established or existing group with a continued focus on a theme, subject or topic.

Chooses the focus of enquiry and the membership of the group.

Prescribed focus and membership (e.g. a working party is given its task or brief).

Imperative to generate new ideas and new practice. Expectation of sharing of existing knowledge, information or practice.

Operates within a clear cycle of action enquiry. Enquiry is not an expectation.

Leadership is widely distributed and the group chooses its own facilitator.

There is a designated or pre-existing leader of the group.

Each member is accountable for the outcomes of the PLC – there is reciprocal accountability.

One person is responsible for producing minutes, sharing the outcomes, reporting etc

Disbands and reforms with a new focus on enquiry and changed membership.

Continued membership and work of established group is ongoing.

Assesses its impact directly on learner outcomes and has a responsibility to share these outcomes with others.

Engages in reporting and written dissemination.

Independent and Interdependent learningReflection upon individual and collective learning based on evidence.

Dependent learning

Community of Learners Co-operative Participants

Nodweddion CDP Characteristics of a PLC

Wedi ei hysbysu gan ddataData informedArweinyddiaeth Dosranedig Distributed LeadershipFfocws ar Anghenion y DysgwrFocused on Learner NeedsRhoi sylw i AddysgegAttention to PedagogyCael ei yrru gan ymholiad – deilliannau’n arwain at newid mewn ymarfer Enquiry driven- outcomes lead to change in practice

National PLC Model

1.Sefydlu’r Grŵp/ Establish the Group

2.Adnabod Ffocws/ Identify a Focus

3. Ymholiad Gweithredol/

Action Enquiry

4. Cyflwyno a Newid/ Innovation and Change

5. Treialu ac Adborth / Trialling and Feedback

6. Mireinio/

Refining

7. Rhannu Deilliannau/ Sharing Outcomes

SefydluEstablish

YmholiEnquire

YmestynExtend

Phases 1 and 2

Using data to identify a specific focus for the PLC

How do you start?

Use data to identify a particular issue or problem for a group of learners

Establish a team to enquire into ways of overcoming this issue or problem

Agree a set of enquiry or research activitiesIdentify a group facilitator

What Data?

• Core Data Sets• Assessment Data• Performance Data• Class/Year Group Data• Test Data

Use Data

To identify a specific learner needs i.e.

• Reading comprehension with a group of boys in year 6

• How do we improve the reading comprehension of boys in year 6?

PLCs

• Start and End with Data

• Without data you cannot gauge the impact of your PLC on learner outcomes

FAQs• How long should a PLC last?• The life cycle of a PLC is determined by the depth of enquiry that the team is

expected to undertake but lasts no more than a year as each year the cohort of students change and by association the issue/focus relating to those learners will also change.

• How many people should be involved in a PLC?• Ideally there should be no more than six to eight participants in a PLC as this

ensures effective contribution from all participants. Any less than three to four staff means there might not be sufficient depth and challenge within the team.

• Should the headteacher be involved in a PLC?The headteacher has to initially be a participant in a PLC in order to a) in order to fully understand the PLC process b) to be able to support subsequent PLCs within the school- However when PLCs become a natural way of working within the school, the head takes responsibility for ensuring their work is reflected and embedded in the annual self evaluation and school development planning cycle.

PLCs:Links to SDP

School Self Evaluation

identifies learner needs

Clear focus of enquiry agreed

Collaborative Action Research

Trialling new strategies:

Refinement of practice

Ongoing Collection of data and

evidence

Assessing Impact of PLC

Summer Term

Autumn Term

Spring Term

How do PLCs link to SDP?

FAQ What is the Role of Facilitator?

• Links the work of the PLC with the school leadership team• Develops an action plan for the PLC team• Feeds into planning of school development plan • Oversees effective communication, monitoring and co-

ordination processes.• Ensures appropriate links with other schools are formed • Monitors development of new knowledge and transfer of

practice• Consults children about the success of their learning

arising from the PLC work.

Ask, Reflect and Question

• What research is there on…?

• Other teachers' practice

• Where do we get more information?

• Agree what PLC members will do before the next meeting

Methods of enquiry/research

Peer ObservationLesson Study Learning Walks Visits to other schools

Phase 4

New strategies and approaches are trialled by the PLC team

FAQs• What if the PLC goes off at a tangent?

This is where the role of the facilitator (internal and external) is crucial to ensure that the PLC team remains focused and enthused.

• What if the focus is too broad?If the focus is too broad then the group has to continually refine until it is precise enough for the group to address. So for example, improving literacy is too broad and presents too big a task for a PLC.

• Where does the time come from?Schools allocate time and resources at different times of the year according to need. For example, use of staff development/CPD/ money to support school visits, use of dedicated in service training time for PLC work and the abandonment of other meetings in favour of PLC meetings.

Phase 5

Keeping all staff informed of PLC activity and progress

Phase 6Phase 6 Practice and embed new strategies

Phase 7

1.Sefydlu’r Grŵp/ Establish the Group

2.Adnabod Ffocws/ Identify a Focus

3. Ymholiad Gweithredol/

Action Enquiry

4. Cyflwyno a Newid/ Innovation and Change

5. Treialu ac Adborth / Trialling and Feedback

6. Mireinio/

Refining

7. Rhannu Deilliannau/ Sharing Outcomes

PLC team reports findings and recommendations to all staff / governors

PLC team shares outcomes with other schools

FAQ

• How is enthusiasm maintained after several iterations of PLCs?Every cohort of students presents a new set of challenges so while the PLC process may be the same the focus will be completely different and will be a new and exciting learning opportunity for staff.

FAQs• Who monitors the work and outcomes of the PLC?

The PLC is accountable to the whole school and they have a direct responsibility to share and disseminate their findings regularly. The external facilitator and the management team of the school has a joint responsibility for monitoring progress and the outcomes of a PLC.

• How is the impact of a PLC measured?The impact measures need to relate directly to the particular focus or issue that the PLC is trying to address or improve. The impact initially will be in terms of changes in teaching/classroom practices. Subsequently, these changes in classroom/teaching practices should lead to improved learning outcomes which can be measured.

.

The Impact of our PLC

• Reviewing Evidence

• Revisiting Data

• PLC reports and updates of progress

• External viewpoints and assessments, inspection

Impact of the PLC

Change in Learner Outcomes:

Change in Professional Practices

Effective PLCs -7 Tests• Clarity of focus• Consistent and creative use of data• Collaboration with purpose• Communication of intent and outcomes• Capacity building through engagement and

involvement of others• Coherent action• Change in learning outcomes and professional

practice

PLCs within schools

Between SchoolsNetworks /Clusters of PLCs

Across SchoolsNationally

(PLC on line)

Across Schools Internationally

(iPLC)

HeadsTeachers

Pupils

GovernorsSupport staff

Extending and Sustaining PLCs

Power of Extended Collaboration

• The power of extended professional collaboration is not only seen within PLCs but also in networks, clusters and partnerships.

http://www.almaharris.co.uk

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