The first two modules of the course have been involved with understanding what a PLC is. The actions of the PLC have also been part of the discussions. The article written by DuFour (2007), grapples with the idea that the term takes on a variety of meanings but only true communities take on the practices of the concept. An argument is made that this is not a fad.
DuFour begins the article with the idea that there is a structure to PLC’s and a true integration of the concepts into practice. Some schools merely place groups together and call them a team or community often based on grade level or location. True learning communities, according to DuFour, actually engage in meaningful practice. Structure is not enough. Offered in the article is also an example list of meaningful questions that a PLC should be focused on and discussing.
Many groups are brought to attention as endorsing and promoting the conceptual framework for a learning community. One notable group is the National Board of Professional Teaching Standards. When the concept is endorsed by such an agency in education, it is not likely to be something to fade away, but looked for and held in high esteem.
Excerpt from the article:
“Researchers who have studied schools where educators actually engage in PLC practices have consistently cited those practices as our best hope for sustained, substantive school improvement.”
Reference
DuFour, R. (2007). Professional learning communities: A bandwagon, an idea worth considering, or our best hope for high levels of learning? Middle School Journal, 39(1), 4-8. Retrieved from EBSCOhost.
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