Educational specialist, Schools of Choice
Miami-Dade County, Florida
Consultant, National School Reform Faculty
Are we na茂ve if we imagine schools can build professional learning communities with teacher-directed professional development? Many say 鈥測es.鈥� I disagree. But it won鈥檛 happen by accident鈥擯LCs must be designed and implemented strategically.
PLCs have many names but share certain characteristics. They recognize that teachers come to the table with lots of knowledge and are best positioned to analyze what their students need most. They shatter the norm of isolation by embracing the idea that 鈥渁ll of us know more than any one of us.鈥�
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So why isn鈥檛 everyone doing this kind of work? It isn鈥檛 easy or quick. And it demands a share of education鈥檚 scarcest resource: time.
We explored the time issue during a summer demonstration project in Miami-Dade. Supported by a PLC coach, teachers worked half-days with students, then met to examine their work and fine-tune instruction. We showed that, given enough wisely used time, PLCs can rapidly improve skills and accelerate learning.
Most schools are unlikely to adopt our experimental schedule during the school year, but here鈥檚 where being strategic is important.
In Miami-Dade, some high schools have adopted an eight-period schedule that includes one period for collaborative work between teachers. Team leaders help groups use this time effectively, and they prepare by spending five days in training, interspersed with opportunities to practice new skills under the guidance of specialists like myself. This leadership training cycle is critical to sustaining PLC growth.
I鈥檝e seen PLCs transform teacher performance. Building these communities is exhausting, messy work鈥攂ut what meaningful change isn鈥檛? The payoff is twofold: Teachers feel more in charge of their work, and students flourish because teachers are constantly reflecting on ways to teach them better.
