Professional Learning Communities are a well documented means of moving schools forward. Ms. Easton warns us, however, that “The “learning” part of professional learning communities (PLCs) has all but faded as PLCs are required to respond to school, district, state, and federal initiatives”. This puts PLCs at risk of becoming just another initiative that will pass in time and increase cynicism within the faculty. By placing the “L”earning back into into PLC, Ms. Easton assures us that PLCs will remain relevant and vital.
The session began by conducting a KWL with the group, having everyone move and discuss what they know and would like to know about learning. She engaged the group quickly and immediately asked them to begin documenting what they were doing. Ms. Easton subtly demonstrated how PLCs work without overtly stating it. She had groups sharing what they know and asking extending questions, a skill at the heart of PLC work.
“If we don’t define learning within our PLCs first, how do we know if we are meeting our goals?”
The session then moved to a Reader’s Theater, lasting nearly 30 minutes, modeling effective and ineffective PLC interactions with the audience critiquing each. While I understood the purpose, I feel that the method detracted from the session. It was something that could have been covered with 3 minutes worth of video, giving more opportunity for discussion and interaction. The session finished with a survey and discussion about the difference between PLCs used for learning and those simply used for implementation and the importance of embracing the former.
Ms. Easton stressed that all PLCs need to start with “Why”. Why are we meeting? Why are we here? “Why” leads to “What”. We now know why we are here and need to decide what we are going to do. The “How” takes care of itself.
In many schools, PLCs are at risk of becoming simple bureaucratic structures, especially in this era of tight budgets and reduced faculty and administration. Ms. Easton reminded us that the true intention of PLCs is to maintain the school as an organization of learning. Rather than maximize bus schedules, PLCs need to engage in action research, reflective reading, sharing, and disseminating knowledge throughout the school. When done well, the learning that PLCs engage in will be brought back to classrooms to maximize classroom practice. If the intention is to teach students how to learn, then their teachers need not be extensions of the bureaucracy, but rather effective learners themselves.