Professional Learning Community Analysis

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In the purest sense, a professional learning community should be defined by the components found within the heart of any PLC:
• Shared beliefs, values, and vision
• Shared and supportive leadership
• Collective learning and its application
• Supportive conditions
• Shared personal practice
Members of a professional learning community remain focused on successful student learning. This is the catalyst that drives the ever changing system of shared beliefs, values, and vision of a PLC. Although the focus of a PLC is goal oriented, there should never be a final “end” goal. As long as there is a breath to be taken, there is learning to be “learned”. Each milestone achieved in students’ learning pathways should pave the way for new milestones …show more content…
In order to truly offer constructive feedback and effective peer coaching, members must observe the instructional practices of each other regularly. Any subculture of competitiveness and isolation within a professional learning community will undermine true shared practice efforts. Observing instructional behaviors of teachers by partner members of a professional learning community is not meant to be evaluative in nature; rather these opportunities facilitate dialogue related to shaping the implementation of new practices or strengthening practices already in place. This is why there must be a solid mutual respect and trust among members within a professional learning …show more content…
As professionals, teachers should be able manage the time set aside for PLC meetings while conducting themselves in an appropriate manner. My experience as an intern in the educational leadership cohort has really opened my eyes to the struggles involved in ensuring that PLC meetings are being conducted for the intended purpose of increasing student learning. During my internship, I have observed some PLC sessions where members were focused and used the time in an efficient and effective manner. (I even brought ideas back to my PLC for us to incorporate into our repertoire.) However, there have been times when I would walk into a PLC meeting that was already in session, only to find that it was merely a gripe and gossip session disguised as a PLC meeting. When I asked what the focuses of the meetings were, I was met with incredulous looks. They assumed that because I was a “teacher” they did not need to conform to the approved agenda. Once it became known that I was there in an administrative role, there was a shift in attitudes, but I do wonder if that “shift” only took place while I was in the
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