Monday, February 23, 2015

Effective PLC

Professional Learning Community.  It is the learning environment that professional educators collaboratively create for students' academic achievement.  Collaboration is a key, however, I still don't feel as strong as I have felt back when I was teaching in Japan.  Depending on the schools and districts, use of PLC time and purposes vary. 

For instance, one type depends exclusive on the grade level or subject team.  In this case, week by week, members bring up the current students' data and discuss about differentiation or share resources.  Another case, the administration is exclusively in control what every teachers must do.  It is very intentional and productive because the exit ticket is always required.  In both cases, participated teachers would rate probably 3 out of 4 for their PLC activities.  It doesn't sound too bad.

In one school I have worked, the principal made us talk about the "vision" statement based on how our kids demonstrate in academics and social aspects. I felt awkward because it was a flashback memory.  It is what Japanese schools usually starts in the beginning of school year.  My heart was a full of hope on the American PLC.....if it connected to the teaching and learning.

The strong PLC that Japanese public schools create is based on 1. School Vision 2. Vision on the Students and 3. Focused pedagogy (or subject) that enable school and student's vision.  Branch out from pedagogy, teachers plan Lesson Studies.  Lesson Study experiences make teachers focus and grow in their profession.  There are young teacher's opportunities to take risks, and also experienced teachers' mentoring opportunities.  They work together for one goal, the vision.  At the end of the school year, they celebrate their accomplishment in the reporting booklet including reflections. 

This type of PLC involves grade level teams, administrators and specialists in the collaboration process.  PLC must be the community that all educators can participate and voice.