RSA #1 Professional Learning Communities

Module Resources: 

http://blackboard.cuchicago.edu/bbcswebdav/pid-1435469-dt-content-rid-5597031_2/courses/8249.201530/Week1-reading-DuFour-professional-learning-community-EDT6030-v14.pdf

http://blackboard.cuchicago.edu/bbcswebdav/pid-1435473-dt-content-rid-5597030_2/courses/8249.201530/Week1-reading-discontinuity-edt6030-v14.pdf

Online Resources: 

http://www.ascd.org/publications/educational-leadership/may04/vol61/num08/What-Is-a-Professional-Learning-Community¢.aspx

http://www.allthingsplc.info/files/uploads/AllTogetherNow_TEPSA_TMany_JSchmidt.pdf

Peer Reviewed Resources:

http://files.eric.ed.gov/fulltext/EJ842519.pdf

http://files.eric.ed.gov/fulltext/EJ1047338.pdf

According to Richard Dufour, when professional learning communities are in place there is a shift from a focus on teaching to a focus on learning.  There are 3 key questions that professional learning communities seek to answer:  What do we want the students to learn? How will we know when the student has learned it? How will we respond when a student has difficulty learning it? (Dufour 2004) Answering these questions together as a team, is an essential part of professional learning communities. Professional learning communities are not about creating the best lessons, they are about making sure that every student is learning.

James Cranston states that studies have shown that schools with strong professional learning communities lead to improved school functioning.  Professional learning communities provide schools with good staff development that allows for school change and improvement.  The staff is able to work together to improve student achievement (Cranston 2009).  The staff must be on board with the professional learning communities, and be open to new ideas.  There also needs to be an understanding that everyone is responsible for each students learning and it's not just limited to the classroom teacher.    

Discontinuity can arise in professional learning communities.  According to Jaquad Daoudi and Mario Bourgault discontinuity is a difference, diversity or heterogeneity that exists between members of a team.  Discontinuity can come in the form of geographical, temporal, organizational or work practices (Daoudi et al., 2012).  I have seen first hand where discontinuity can cause a professional learning community to not have success.  It is imperative that any differences are sorted out so that everyone can work together to improve student learning.  

According to Chelsea Stewart, Professional learning communities are most successful when all members of the learning community feel invested in their work.  It is important for all members to feel comfortable giving and receiving feedback in a constructive manner. If cohesion does not take place it will be very difficult for the PLC to be successful (Stewart 2014).  

The resources about allow you to understand more of what professional learning communities are about.  They go into great detail about why professional learning communities are effective in the school environment.  In addition, the last two resources provide the reader with ideas as to how to maintain the effectiveness of the PLC.  These two resources address what happens when there is discontinuity and groups don't work in a cohesive environment.  These are important topics to address so that the professional learning community can be effective.  

Bibliography:

Cranston, J. (2009).  Holding the Reins of a Professional Learning Community:  Eight Themes from Research on Principals' Perceptions of Professional Learning Communities.  Canadian Journal of Educational Administration and Policy Issue #90.  

Daoudi, J. & Bougault, M. (2012).  Discontiuity and collaboration:  Theory and evidence from technological projects.  International Journal of Innovation Management, 16(6), 1240012-1 - 1240012-15.

DuFour, R. (2004, May). What Is A Professional Learning Community? Educational Leadership.

Stewart, C. (2014).  Transforming Professional Development to Professional Learning.  Journal of Adult Education Volume 43.