2. Problem Statement
We want all educators to have and use tools to establish their schools'
baseline performance, set goals, plan future initiatives and evaluate efforts
toward collaboration and joint decision-making.
The term professional learning communities has been used so loosely that
educators have began to lose its true meaning. “In fact, the term has been
used so ubiquitously that it is in danger of losing all meaning” (DuFour,
2004). If educators continue to think of professional learning
communities as another reform that will pass then learning for all students
will become a meaningless phrase.
We will use DuFour’s (2004) professional learning communities concepts
to guide us in improving our process towards a focus on learning.
2
3. Purpose
The purpose is to understand learning
communities that focus on learning rather than
teaching through collaboratively holding each
person accountable for themselves.
3
4. Rationale
Available research indicates when collaborative
teams are provided with support, achievement and
attitudes improve.
4
5. Questions
#1: How will professional learning communities
ensure learning for all students and how will a
culture of collaboration be shown?
#2: In what ways does a professional learning
community help focus on results?
5
6. Research
Learning communities raise expectations and
standards for students’ level of engagement,
development, and achievement.
Studies show students are engaged in higher order
thinking when adults work collaboratively with
one another and have a shared vision for student
success.
6
7. Definition of Learning Communities
A focus on high levels of learning for all students
� Shared mission, vision, and values
� Focuses on learning
� Collaborative teams
� Collective inquiry
� Action orientated
� Continuous improvement
� Results orientated
7
8. Benefits of Collaboration through
Learning Communities
Embedded daily
Teachers and students both develop
Organized
Continuous
Provides opportunities
Research-based to improve student learning
Reduced teacher isolation
Collective responsibility for student success
Higher morale
Greater academic gains in comparison to traditional schools
Smaller achievement gaps between students from different
backgrounds
8
9. Characteristics
Teams work together to clarify outcomes
Develop common assessments and lessons
Analyze student data
Establish team goals
Share strategies and materials
Engage in collective inquire
9
10. Foundations
1. Shared mission, vision, and beliefs
2. Collaborative teams need to be developed to achieve
common goals
3. The focus must be on results by being committed to
continuous improvement and lifelong learning for all.
10
11. Driving Force
Accept learning as the fundamental purpose.
Be committed to working together to achieve
collective purpose by cultivating a collaborative
school culture.
Promote continuous improvement.
11
12. Collaborative Group Leaders
The leader must create a supportive school context
and performance conditions while leaving ample
room for teams to develop their own unique styles
and strategies.
When collaborative teaching teams are
experiencing difficulties, the leader must use
observation and discussion to systematically
diagnose the problem and target interventions.
12
13. Time
A COMMON COLLABORATIVE TIME MUST
BE ESTABLISHED
Be creative about arranging for common planning time.
13
15. Preparing
Compose teams
Training
Schedule a collaborative time
Select a meeting location
Create a tentative schedule
15
16. Implementing
Focus on task for student achievement
Become familiar with each others’ talents and skills
Always keep a shared commitment
Establish boundaries
16
17. Continuing
Reflect and Problem Solve
Encourage each other
Practice what you share
Intervene Appropriately
17
19. Refining
Review evaluations
Come together as a Learning Community
Make necessary changes for continuous
improvement
19
20. Projected Outcomes
Increase in commitment to the vision, mission and beliefs
of the school
Increase in working together
Higher morale
Advances in adapting new teaching strategies
Commitment to making changes
Shared responsibility
Reduction of teacher isolation
Powerful learning
Increased meaning and understanding of content
Growth in professionalism
Increase in student achievement
20
21. Questions and Thoughts
Can you commit yourself to enthusiastically
communicating a vision of collaborative teaching
teams? Will you do this frequently?
Are you willing to persist when others lose faith
and question the wisdom of the model?
If you can combine courage and will with the
principles articulated in this workshop, you will
succeed. If not, no amount of resources will be
enough for success to be achieved.
21
22. References
DuFour, R., 2004. What is a “Professional Learning
Community?” Retrieved May 2, 2010 from,
http://staffdev.mpls.k12.mn.us/sites/6db2e00f-
8a2d-4f0b-9e70-
e35b529cde55/uploads/What_is_a_PLC._DuFour
_Article_2.pdf
Merriam, S. B. (2009). Qualitative research: A
Guide to Design and Implementation. San
Francisco, CA: Jossey-Bass.
22