RSA1: Learning Communities: The Starting Point for Professional Learning is in Schools and Classrooms

RSA1: Learning Communities: The Starting Point for Professional

Learning is in Schools and Classrooms

Online Article

There are various ways to assess the effectiveness of a professional learning community. In the book Learning by Doing, DuFour, DuFour, Eaker, and Many state that the foundation of a professional learning community include having a shared mission, a shared vision, collective commitments, and common school goals.  Each of these “pillars” holds a critical role in the success of a PLC.  Additionally, a PLC is successful when it produces “more good teaching by more good teachers more of the time” (DuFour, et, 2010, p. 81). By building an effective PLC, teachers will become stronger as educators and students will become stronger as learners. 

In the article Learning Communities by Lieberman and Miller, five studies are summarized in which a connection between professional and student learning occurred that created a successful professional learning community. Additionally, Lieberman and Miller state that in order for a PLC to be effective, the members must exhibit shared values; maintain a collective focus for student learning; and work collaboratively to improve. The challenges faced by a PLC often come about when one or more of the above criteria are not implemented properly or if a resource (time, committed educators, supportive community) is depleted or non-existent.

The Lieberman and Miller article relates significantly to the key points made by DuFour, DurFour, Eaker, and Many.  The factors that impact learning communities are very similar in both readings.  Both include shared visions and values as well as commitment towards the PLC. Another similarity between the two readings is that they both agree that additional resources are not necessary when strengthening a PLC; instead what is needed is a team of devoted educators. Finally, both readings acknowledge the fact that challenges will and do exist in a PLC. However both also agree that those challenges can be overcome as long as all members promote a shared vision for the students and school as well as a commitment to the learning community.

References

DuFour, R., DuFour, R., Eaker, R., & Many, T. (2010). Learning by doing: A handbook for professional learning communities at work (2^nd ed., pp. 59-154). Bloomington, IN: Solution Tree Press.

Lieberman, A. & Miller, L. (2011). Learning Communities: The starting point for professional learning is in schools and classrooms. Journal of Staff Development, 32(4), 16-20.