CLC Collaborative Learning Communities

CLC: Collaborative Learning Communities
Keisha Thompson Kelsey Blackburn Carmen Tiburcio

Introduction and Definition of PLCs
Cultivating a collaborative and trusting culture is a key focus for transformational and servant leaders in the school
community.
● Professional Learning Communities (PLCs) provide structured spaces for teachers to engage in ongoing,
reflective professional development.
● PLCs are not just meetings, but dynamic forums where educators share insights, leverage collective expertise,
and engage in continuous learning.
● The value of PLCs for teachers includes opportunities for professional growth, resource-sharing, and
collective responsibility for improving teaching practices.
● Effective PLCs ultimately benefit the students by creating more tailored and impactful learning
environments.
Mission Statement
Our mission is to establish and sustain vibrant Professional Learning Communities that inspire a culture of
collaboration, trust, and continuous improvement among educators. This mission reflects our commitment to
fostering an environment where every teacher is empowered to contribute their unique strengths, fostering a
sense of shared responsibility for student success. The mission is not just a statement but a guiding force,
reminding us that our collective efforts in PLCs are geared towards enriching the educational experiences of
our students.
Overall Goal of PLCs
The overarching goal of our PLC initiative is to elevate teaching practices collectively, resulting
in enhanced student outcomes. By fostering a collaborative culture where teachers regularly
engage in data analysis, curriculum planning, and reflective practices, we aim to see measurable
improvements in student achievement. A successful PLC will not only enhance individual teacher
effectiveness but also contribute to a positive academic environment that benefits the entire school
community.
Measurable outcomes
Improved Student Achievement: One of the key measurable outcomes is a demonstrable increase in
student performance, as evidenced by improvements in standardized test scores, subject-specific
assessments, and overall academic achievement.
Enhanced Teacher Collaboration: Measuring the frequency and depth of collaboration among teachers
within PLCs will serve as an indicator of the success of our initiative. Increased collaboration fosters a
sense of community and shared responsibility for student success.
Measurable outcomes
Implementation of Effective Strategies: Another measurable outcome is the adoption of evidence-
based instructional strategies across classrooms. This can be assessed through classroom observations,
teacher reflections, and student feedback on the effectiveness of these strategies.
Positive School Climate: The overall school climate, including teacher satisfaction, retention rates, and
the perception of a supportive learning environment, will be measured. A positive school climate is
integral to the success of PLCs, as it contributes to a culture of trust and collaboration.
Implementation Strategies
To implement our PLC initiative effectively, we will begin with a comprehensive needs assessment, identifying areas of focus and
professional development needs. We will then facilitate the formation of collaborative teams, ensuring a diverse mix of expertise and
experience. Regularly scheduled PLC meetings will provide structured time for data analysis, lesson planning, and collaborative
problem-solving. Ongoing professional development opportunities will be integrated to support teachers in implementing new
strategies. Feedback mechanisms and continuous assessment will enable us to adapt and refine our approach based on the evolving
needs of our school community.
PLC Structure
Purpose and Vision Collaborative Reflection and Celebrate

Norms and Expectations
Data Analysis
Planning Evaluations Achievements
Members expectations
Educators/counselors/In classroom Other team roles:
Administration & Leadership: support:
Time keeper: Log and
● Distributing power monitors the duration of the
Are the participants.
● Analyze data meeting
● Teach meetings, and facilitators.
Recorder: records the minutes
Instructional couches: Facilitator: facilitates the

meeting.
● Facilitate meetings and
discussions
● Collects data
Implementation Timeline Collaborative Planning and Data Analysis (1-2
Formation of PLC Teams (1-2 weeks)
months)
Organize teachers into PLC teams based on teams analyze student data, share instructional strategies,
and align curriculum. Team members develop or refine
grade levels, identify time slot for regular common assessments and establish protocols for sharing
meetings resources and best practices.
Initial Implementation and Reflection (3-4 Ongoing Professional Development and Evaluation and Celebration (last 1-2
months) Learning (throughout the year) months)
implement planned strategies and interventions in continue offering professional evaluate the impact and effectiveness of the
classrooms. Regularly reflect on the effectiveness. development opportunities to support PLC’s. Reflect on the progress made towards
Use feedback and data analysis to make PLC growth. Ex: workshops, expert goals and celebrate achievements. Identify
adjustments and improvements. presentations, book studies, or peer areas for growth and improvement in
observations preparation for the following school year.
Evaluation of PLC outcomes
Teacher outcomes will be measured through:
● Participation surveys
● Data analysis
● Classroom observations
● Peer observation and feedback
Evaluation of PLC outcomes
Students outcomes will be measured through:
● Student engagement (observations)

● Student Achievement Data
● Teacher assessments of students
● Student surveys
References
Hord, S. M., & Sommers, W. A. (2008). Leading professional learning communities: Voices from research and practice. Corwin Press.
Louis, K. S., Dretzke, B., & Wahlstrom, K. (2010). How does leadership affect student achievement? Results from a national US survey.
School effectiveness and school improvement, 21(3), 315-336.
Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice
and student learning. Teaching and Teacher Education, 24(1), 80-91.

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CLC: Collaborative Learning Communities

Keisha Thompson Kelsey Blackburn Carmen Tiburcio

Purpose and Vision Collaborative Reflection and Celebrate

Instructional couches: Facilitator: facilitates the

● Student engagement (observations)

School effectiveness and school improvement, 21(3), 315-336.

and student learning. Teaching and Teacher Education, 24(1), 80-91.

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