Promoting Effective Professional Learning Communities

Presented by Amanda MacIntosh

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Introduction

For the past 30 years, a team-oriented approach with regard to professional development for teachers has become increasingly popular (Wiseman, Arroyo, & Richter 2012). More specifically, Dufour’s concept of professional learning communities (PLCs) surfaced within the early 1990s. Dufour’s core belief about PLCs is based on the assumption that the goal of formal education is not to ensure that students are taught but that they are learning. This simple shift in thinking, from focusing on teaching to focusing on learning, has significant impact on schools. In order to create a PLC, the focus must be on learning, not teaching. Teachers must work together to reach a common goal, and teachers must hold themselves accountable for results (DuFour, 2004).

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Introduction continued

Through this paper, I explain how to promote a positive PLC environment. In attaining this purpose, I start by and outlining the core attributes of an effective PLC. More specifically, the attributes spotlighted herein are: supportive and shared leadership, collective creativity, shared values and vision, supportive conditions, and shared personal practice (Hord, 1997). These traits are crucial to ensuring the success of the PLC. At the end of the paper, I provide a number of implications for professionals who are interested in starting and promoting effective PLC.

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Theories Underlying Professional Learning Communities

Nussbaum-Beach & Hall (2011) discussed the role of theory in PLCs. Social learning theory hypothesizes that learning is a process that takes place in a social setting and can occur through observation or direct teaching (Bandura 1963). The literature highlights a number of theories pertinent to PLCs. The fundamental expectations of each of these theories play a large part in the self-directed 21st century learning of educators. The social nature of learning is found throughout (Bandura, 1977; Wenger, 2007, as cited in Nussbaum-Beach & Hall, 2011). Adult learning theory is also apparent. Galluci (2007, as cited in Nussbaum-Beach & Hall, 2011) refers to Vygotsky’s theory on the zone of proximal development as she examined the shift from private to public and shared learning experiences.

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Theories continued

Wood (2007, as cited in Nussbaum-Beach & Hall, 2011) outlined a “Deweyan approach” when teachers take part in joint, inquiry-based discussions. Theories of situated learning in PLCs where learning and practice merge with a social setting lead to professional discussions among teachers. This learning is especially valuable for new teachers (Lave & Wenger, 1991, as cited in Nussbaum-Beach & Hall, 2011). In addition, Schmoker (2004, as cited in Nussbaum-Beach & Hall, 2011) “identified an alignment with adult development theory that is found in the self-directed, job-embedded problem solving that occurs in professional learning communities” (p1). These fundamental theories, which suggest social learning, collaborative inquiry, and a movement from private to public learning among educators, are an essential part of the core of professional learning.

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Core Features of an Effective Professional Learning Community

The literature highlights that effective PLCs are those that possess respect among members, are self-directed, and foster respect among colleagues. In what follows, I provide more details on each of these issues. Hord (1997) claimed there are five key attributes to a successful PLC. These include supportive and shared leadership, collective creativity, shared values and vision, supportive conditions, and shared personal practice. In what follows, I also discuss each of these attributes.

Supportive and Shared Leadership

Literature clearly recognizes the role that administrators play in determining whether change occurs within the school. Otherwise said, changing a school into a learning community can only be done in cooperation with the support of administration and requires a collegial relationship among the staff. Teachers need to have input into creating and maintaining these communities in order for them to successful. She also stated how critical it is that principals are also participants in professional development, and must be always looking for ways to improve schools. As Kleine-Kracht (1993) pointed out, there is now a need for everyone to contribute to create a stronger community, as oppose to the leadership hierarchy of the past. This collaborative relationship between administrators and teachers leads to increased leadership in the school and allows all involved to grow professionally. Principals must be willing to share authority, facilitate the work teachers are undertaking, and be able to take part in the group without taking over.

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Collective Learning

Senge’s (1990) idea of a learning organization when people work collaboratively to increase their capacity to create the results they truly desire, they are continually learning how to work and learn together. This concept came to the attention of educational leaders who were having difficulty planning for and introducing change in US schools. As Senge’s idea was explored by educators and results published in educational journals, these groups became known as learning communities. He claimed that reflective dialogue where teachers talk about students, teaching and learning, and work together to identify any related issues and problems. Griffin (cited by Sergiovanni, 1994, p. 154) called these activities inquiry and believed that principals and teachers need to inquire together to create a community. Inquiry helps overcome divides caused by diversity in grade levels and experience. It causes debate to occur among teachers about what is crucial to improve student learning, and helps school staff become a community of learners.

Shared Vision and Values

In order for a PLC to be effective, all members must share a similar vision and values. It is not merely agreeing with an idea but a shared belief of what is important to individuals and the collective group. The focus of the group needs to be an enduring focus on improved student learning. In a positive PLC, each staff member is responsible for their individual actions, but the common good is equally valued alongside personal achievement. The relationship between members must be caring, which can be facilitated by respectful and open communication and trust among members (Fawcett, 1996).

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Supportive Conditions

According to Louis & Kruse (1995), in order for PLCs to be most effective, several structural factors must be present. There must be regular time for the group to meet and talk, communication structures must be well-developed, and schedules and structures that encourage a collaborative approach to teaching. Strong leadership within the group has proven to be effective when it comes to convincing colleagues to try something new. Collegial relationships must be strong, based in respect, and have a mutual desire to positively impact student learning. Group members must be willing to accept feedback in order to improve teaching methods. Colleagues must respect and trust each other and be willing to learn and implement new strategies in order to have the greatest impact on students.

Shared Personal Practice

In an effective PLC, colleagues spend a great deal of time discussing and critically evaluating personal practices. Discussion of these best practices can be a guide for teachers who wish to have the greatest impact on student achievement. Louis & Kruse (1995) suggested that group members regularly visit each other’s classrooms to observe and discuss their observations. This practice is not evaluative in nature, but rather is intended to help peers. This is based on the understanding that teachers wish to do their best and are able to accept peer feedback to allow this process to occur. Mutual respect and understanding are crucial to the success of this practice. Teachers know that they have the support of their colleagues and feel comfortable asking for assistance when necessary. For a PLC to be most effective, teachers must encourage debate, discussion, and disagreement among members. It is critical that they are comfortable sharing both successful strategies and those that have proven less so. Teachers praise each other’s triumphs and are supportive during more difficult times.

Collaboration is essential to teachers!We all have a piece to the puzzle.

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Reflections and Recommendations

▪ Throughout my research for this paper and through my experience as a member of various PLCs throughout my career, I have a number of recommendations to successfully implement effective PLCs in the school community.

▪ First, it is important for school administrators to accept that PLCs are a valuable professional development opportunity for teachers and school staff. It is usually the only opportunity for teachers to pursue self-directed professional development to have the greatest impact on the learning of their students.

▪ Next, successful PLCs require shared leadership roles among the members. Top-down leadership styles are ineffective in a PLC, as a top-down leader often dictates the group’s focus.

Third, all group members need to have input into the focus of the community. Now is not a time for one person to create a vision statement for the group and expect all members to adhere to the goals outlined in the statement.

▪ Fourth, with regard to promoting success PLCs, relevancy is an issue. Teachers are often disengaged during professional development sessions as they feel they are not as relevant to them as it could be. PLCs allow teachers to pursue professional development in an area that they feel they need extra support in.

For instance, this year, my PLC consists of teachers from K–3. We received a new phonics program last spring but were not given any direction on how to implement the program. We decided, as a group, that this was something we wanted to explore further. On the days designated as PLC days by our school board, we meet to discuss the program, what we have tried, what worked and what did not. This collaborative approach is much more valuable than if we were each attempting to implement this program on our own without any support. It is challenging in a small school to be able to meet the needs of teachers across multiple grade levels when same-grade collaboration is not possible. We have many discussions to ensure all group members feel the group is meeting their needs.

▪ Thompson, Gregg, and Niska (2004) pointed out that many teachers often feel that dictated professional development is a waste of time and are not relevant to their day-to-day instruction. I agree. I often find that when the school board or school administration dictates what teachers need to focus on that year, teachers are much less engaged in the learning process. Participation is often half-hearted, and I often feel dissatisfied at the end of the session. Conversely, in my PLC, I am highly invested in achieving our common goal, which will lead to me working diligently in order to achieve our goal.

▪ Thompson, Gregg, and Niska (2004) also argued that principals need to lead from the centre, as opposed to from the top. The principal as the instructional leader is a changing role, and I think that is a critical component to a PLCs success. Principals have often been removed from the classroom for a number of years and are not always in tune with the realities that face teachers on a daily basis. They are also pressured by the board to be leaders. It is critical for teachers and administrators to work side-by-side in order for PLCs to reach their full potential. This point is highlighted in the words of Senge (1990):

▪ The practice of shared vision involves the skills of unearthing shared ‘pictures of the future’ that foster genuine commitment and enrolment rather than compliance. In mastering this discipline, leaders learn the counter-productiveness of trying to dictate a vision, no matter how heartfelt. (p.9).

▪ Throughout this commitment and creation of a shared goal, the team becomes motivated to collaborate to achieve their goal. As teachers’ capability increases and they develop a feeling of success, they more fully understand that when they pool their strengths and skills, they are able to achieve goals that would have seemed impossible to reach on their own.

▪ I would recommend that more professional development days be allocated to professional learning communities. A collaborative approach is a highly valuable form of professional development that has shown over the years that it has the most impact on student learning when done following the guidelines outlined above. Personally, I consider professional development to be a critical component to becoming a better teacher. However, I know where my deficiencies lie, and I appreciate every opportunity to address these deficiencies using a team-based approach. I appreciate discussing our goal with my team and receiving feedback and information on the implementation of new strategies.

PLCs also allow teachers to provide timely feedback on strategies they are trying in their classrooms. With typical professional development, teachers spend a day on one topic but there is no feedback given to the facilitator of the session and no time for discussion after using this new learning in the classroom. Regular meetings with PLC members allows for this valuable discussion to take place.

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Conclusion

Professional development for teachers is a necessary process in order to better our practices and methods. Self-directed professional development has been proven to be highly effective. Teachers are more engaged if they have a personal connection to the topic on which they are focused. In PLCs, teachers can choose their topic and the amount of time they spend on that idea. Once the teacher or group feel they have mastered the skill, they are able to make the professional decision to move on to a new topic they feel will benefit their practice.

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References

▪ Bandura, A. (1963). Social learning and personality development. New York, NY: Rinehard and Winston.

▪ DuFour, R. (2012). Schools as learning communities. Educational Leadership, 61(8), 6–11.

▪ DuFour, R., DuFour, R., Eaker, R., & Mattos, M. (2006). About PLCs. Retrieved 01/20, 2014, from http://www.allthingsplc.info/about

▪ The Minister of Education, Ontario. 2005. Education for all: The report of the expert panel on literacy and numeracy instruction for students with special education needs, kindergarten to grade 6 (2005). Toronto, ON: Ontario Education. In Minister of Education (Ed.).

▪ Fawcet, G. (1996 Winter). Moving another big desk. Journal of Staff Development, 17(1), 34–36.

▪ Hord, S. (1997). Professional learning communities: What are they and why are they important? Issues ...about Change, 6(1), 1.

▪ Kleine-Kracht, P. A. (1993). The principal in a community of learning. Journal of School Leadership, 3(4), 391-399.

References continued

▪ Louis, K. & Kruse, S. (1995). Professionalism and community: Perspectives on reforming urban schools. Thousand Oaks, CA: Corwin Press.

▪ Nussbaum-Beach, S & Ritter Hall, Lani. (2011). The Connected Educator: Learning and Leading in a Digital Age. Appendix A. Bloomington, IN: Solution Tree.

▪ Senge, P. (1990). The fifth discipline: The art and practice of the learning organization. New York, NY: Currency Doubleday.

▪ Sergiovanni, T. J. (1994).  Building community in schools. San Francisco CA: Jossey-Bass.

▪  Thompson, S., Gregg, L., & Niska, J. (2004). Professional learning communities, leadership, and student learning. Research in Middle Level Education Online, 28(1), 35–54.

▪ Wiseman, P. P., Arroyo, H., & Richter, N. (2012). Reviving professional learning communities: Strength through diversity, conflict, teamwork, and structure. Lanham, MD: R & L Education.