Shawna and Jonna, as members of the district’s Strategic Planning and Advisory Committee (SPAC), have had the good fortune to visit several schools around the district where the strategic plan and professional learning community work has been the focus of the conversation.
What we are hearing is individual schools are making every effort to implement this model, and they feel encouraged about the results they see for their students thus far; but just as with any implementation of a model or program, to fully implement as intended requires additional resources, specifically time and people.
During the last school board meeting, the school board recognized Warder Elementary School for their PLC work.
“The Board of Education is pleased to honor Warder Elementary School for being recognized as a model professional learning community – one of almost 200 schools and districts in the U.S. and Canada to receive this honor from Solution Tree.”
“According to the Champions of PLC at Work™, educators in the schools and districts selected for this recognition have shown “a sustained commitment to helping all of their students achieve at high levels. They have been willing to alter the structure and culture of the organization to reflect their commitment.”
For those who may not be familiar with what the “PLC Model” is, we have some additional information below from Solution Tree’s website explaining the process and research behind it.
“An ongoing process in which educators work collaboratively in recurring cycles of collective inquiry and action research to achieve better results for the students they serve. Professional learning communities operate under the assumption that the key to improved learning for students is continuous job-embedded learning for educators.”
“PLCs operate under the assumption that the key to improved learning for students is continuous job-embedded learning for educators.”
Some schools in the district have initiated late starts or early releases to create time for PLC work. During this planning time, teachers can plan horizontally (with other teachers at the same grade level or subject) and vertically (such as grade 3, 4, and 5 meeting together to ensure student learning has an appropriate progression.) This work allows teachers time to dig into data to better serve the needs of their students as individuals as well.