Theory of Action and the PLC

Have you found that your experience in a PLC may be different from a colleague's experience?  That is because PLCs go through different stages.  When first starting in a Professional Learning Community, the focus is often on the adult practice.  Educators may begin by sharing teaching strategies or practices with colleagues.  "This is what/how I teach."  As the PLC evolves, the conversation shifts to student learning.  "I taught it this way, and here is how students achieved."  Sometimes, this conversation leads to questions such as "does my assessment really match my instruction?" or "am I assessing what I really want the students to know and be able to do?"  These questions take PLCs further on their journey.  Ultimately, PLCs begin analyzing valid student data to improve teaching practice and student achievement, reflecting each step of the way.

I have linked an article by Parry Graham and Bill Ferriter that was published by the National Staff Professional Development Council.  They write about the "7 Stages" of PLCs.  Some schools are using this framework to collect data on the evolution of their PLCs.  If you feel like your PLC is not gaining any momentum, this article might provide ideas for moving forward by reading about the other stages.  I have also linked a flier on "All Things PLC" that gives a short overview of highly effective  PLCs based on the work of DuFour, DuFour, and Eaker.

PLCs are a powerful way for educators to collaborate around high leverage practices linked to the school's Theory of Action.  Have you PLCed today?