How can we be sure that a Professional Learning Community is effective? Rubrics aren't just for assessing student work. This rubric provides the questions educators should ask themselves in the process of evaluating what about the PLC is working and what isn't.
This article provides concrete tips for managing both in-person, school-based PLCs as well as large, virtual collaborations across various schools and districts. It also provides links to suggested group norms for managing the dialogue in PLCs in addition to numerous education chat groups that teachers can participate in.
Want a quick and dirty way to remember the key practices that contribute to successful PLCs? This infographic will do just the trick. It provides a clear, simple visual outlining things that educators should do to make the most of their collaborative efforts with colleagues. These practices include "big picture" tips, like grounding all strategies in research, but smaller, practical suggestions, like using the last part of any PLC meeting to discuss the session itself.
Written by some of the most respected professionals on the topic of PLCs, this workbook provides practical tips for how to successfully implement professional learning communities. It provides actionable suggestions for creating a culture of collaboration, focusing on results, and how to use data to drive shared decision-making. It even provides tips for dealing with the inevitable conflicts that can arise when working closely together.
Perhaps the most pervasive misconception about Professional Learning Communities is that they are a "program." Instead, PLCs are more of a process than a program, an approach rather than a prescription. This articles describes the main features of this process, or approach and provides examples of what a PLC is NOT for contrast.
Richard DuFour explains the difference between a "group" and a "team" and provides examples to make the point. Understanding what a "team" truly is beyond just a collection of people with a common goal is a foundational understanding for all successful PLCs.
This article by Richard DuFour, arguably the foremost expert on PLCs, defines what a Professional Learning Community is by outlining three "big ideas" that provide a supportive framework. It discusses how a focus on student learning, not teachers teaching, is a core principle of any successful PLC. Likewise, the importance of real collaboration and a preference for results over activities are other key ingredients.