Ensuring

the Success of Every Child

Every Day:
A Comprehensive Plan to Design,
Deliver, and Evaluate Professional
Learning in Pitt County Schools

Effective July 1, 2015

Table of Contents
Section 1: A Vision for Professional Learning ............................................................................................................. 3
FOUNDATIONS FOR PROFESSIONAL LEARNING ............................................................................................................ 4
STANDARDS FOR PROFESSIONAL LEARNING ............................................................................................................... 5
Section 2: The License Renewal Process ..................................................................................................................... 8
STATE REQUIREMENTS ................................................................................................................................................ 9
College or University Course ............................................................................................................................... 10
LEA/School Level In-Service Courses or Workshops ......................................................................................... 10
Classes Approved by DPI/Other Agency ............................................................................................................. 11
Completion of Portfolio Process for National Board Certification ...................................................................... 11
Participation in an Institute/Seminar/Conference ................................................................................................. 11
Serving as a Clinical Teacher ............................................................................................................................... 12
FINANCIAL CONSIDERATIONS.................................................................................................................................... 12
ONLINE LEARNING .................................................................................................................................................... 13
PROFESSIONAL LEAVE REQUESTS ............................................................................................................................. 13
PROFESSIONAL LEARNING COMMUNITIES (PLCS) .................................................................................................... 13
APPLICATION/IMPACT CREDIT .................................................................................................................................. 13
PROCESS FOR PCS PROFESSIONAL LEARNING ........................................................................................................... 15
PROCESS FOR NON-PCS PROFESSIONAL LEARNING .................................................................................................. 16
Section 3: Planning Professional Learning ............................................................................................................... 17
LOCALLY SPONSORED ACTIVITIES ............................................................................................................................ 18
Section 4: Professional Learning Communities ........................................................................................................ 22
Section 5: References & Research .............................................................................................................................. 24
REFERENCES .............................................................................................................................................................. 25

Effective July 1, 2015

Pitt County Schools Professional Learning Manual

SECTION 1: A VISION FOR PROFESSIONAL LEARNING

Pitt County Schools Professional Learning Manual

FOUNDATIONS FOR PROFESSIONAL LEARNING

The term Professional Learning is used by Pitt County Schools to escape the deficit
model often thought of when one hears the terms Staff Development or Professional
Development; where-as professional development is often something that is provided for a
teacher, professional learning is something providers facilitate for teacher participants.
Killion (2008) writes, Too many staff development efforts are still focused on selecting
and implementing interventions rather than achieving specific results. Professional
learning is on-going, job-embedded, relevant to current classroom needs, results in changes
in teacher practice, and leads to improvements in student achievement (Easton, 2011;
Moir, 2013); it is PCS answer to Killions observations. High-Impact Professional
Development is a term coined by Reeves (2010), and refers to professional learning that
has three characteristics: (1) a focus on student learning, (2) rigorous measurement of
adult decisions; and (3) a focus on people and practices, not programs.; in PCS the terms
High-Impact Professional Development and Professional Learning are synonymous and
summarize the philosophy that guides our teacher learning.

Current research concludes that PLCs are the single best method available to
schools to improve both teacher instruction and student achievement in a school (Dufour,
et al., 2010; Reeves, 2008; Schmoker, 2006; Schmoker, 2011; Zepeda, 2012). As such,
Professional Learning Communities (PLCs) form the backbone of our districts professional
learning. Pitt County Schools believes that people and not programs empower students to
succeed (Reeves, 2010). As such, we value, protect, and prioritize time as the primary
method for instructional improvement; PLCs are not something we do, rather they are how
we do what we do - namely, ensuring the success of every child every day.

Teachers working in PLCs make data-informed decisions based on:
An agreed-on, guaranteed curriculum
Results of common formative assessments given at specified intervals

Data is then used to inform:
Professional learning targeted to the needs of individual teachers based on data
collected from student achievement and teacher performance, and
Schedule students for remediation and/or enrichment based on their unique needs.

PLCs cannot fulfill 100% of the staff development needs in our district, and, as
additional needs are identified, small-group and whole-group professional learning
workshops are developed. Workshops are application-based and align to the best practices
of adult learning (Zepeda, 2012). Workshops should not be one-shot sessions but rather
should be sustained throughout the year, spiraling deeper and deeper into core concepts so
that teachers become masters of their craft and experts in the science of teaching and
learning. The goal of workshops is not mere knowledge transfer but deep understanding
and application in the classroom; in short, workshops are designed to facilitate changes in

Pitt County Schools Professional Learning Manual

teacher practice leading to improvements in student achievement, not simply improve

teacher knowledge (Guskey, 2000).

Learning, for it to continue and expand, must be measured and evaluated. The
second characteristic of Reeves (2010) definition includes the measurement of adult
decisions, which is synonymous with evaluation. All professional learning should be
evaluated on one or more of the four levels identified by Kirkpatrick (quoted in Zepeda,
2012): Reaction (what teachers thought of the workshop), Learning (changes in teacher
knowledge), Transfer (changes in teacher practice or application), and Results (changes in
student achievement or impact). Evaluation of professional learning will be conducted
using staff surveys, pre-post assessments, or classroom observations and walkthroughs.
The results of these evaluations will be used as we plan for and design future professional
learning in the district.

STANDARDS FOR PROFESSIONAL LEARNING

The US Department of Education and the North Carolina Department of Public
Instruction both view professional learning as an essential part of the strategy to ensure a
highly qualified teaching force. Therefore, the No Child Left Behind legislation and the
North Carolina Standards for Professional Learning are specific in the definition of so-
called high quality professional learning. Recent research indicates that professional
learning that is not actively sustained for a minimum of 30-80 hours (typically over
multiple months), regardless of how good it is, has little to no impact on teaching and
learning, and best practice is to sustain learning for over 120 hours (typically over multiple
years) to achieve optimal impact (Guskey & Yoon, 2009; Shymansky, Wang, Annetta, Yore,
& Everett, 2010).

According to the US Department of Education, High quality professional learning:

Focuses on teachers as central to student learning
Focuses on individual, collegial, and organizational improvement
Respects and nurtures educator capacity
Reflects best available research and practice
Enables learners to develop further experience (e.g. content, strategies, pedagogy)
Promotes continuous inquiry and improvement embedded in the daily school life
Is planned collaboratively be participants
Requires substantial time (are not one day or short-term workshops or conferences)
Is driven by a coherent long-term plan
Is evaluated on basis of impact on teacher effectiveness and student learning.

The North Carolina Department of Instructions standards align to those developed by
Learning Forward. These standards indicate professional learning increases educator
effectiveness and results for all students when it...

Pitt County Schools Professional Learning Manual

1. Occurs within learning communities committed to continuous improvement,

collective responsibility, and goal alignment;
2. Requires skillful leaders who develop capacity, advocate, and create support
systems for professional learning;
3. Requires prioritizing, monitoring, and coordinating resources for educator
learning;
4. Uses a variety of sources and types of student, educator, and system data to plan,
assess, and evaluate professional learning;
5. Integrates theories, research, and models of human learning to achieve its intended
outcomes;
6. Applies research on change and sustains support for implementation of professional
learning for long-term change;
7. Aligns outcomes to educator performance and student curriculum standards.

In Pitt Count Schools, this translates into the following:

1. PLCs provide the back-bone for professional learning in the district;
2. ICs work as both district and school-based supporters of professional learning,
striving to embed learning for educators in relevant and on-going ways;
3. Professional learning is designed, delivered, and evaluated with an emphasis on
enhancing professional practice towards improving student achievement;
4. Professional learning will be designed with a commitment to long-term
sustainability (months rather than days) and not quick, one-shot workshops;
5. Support will be designed and provided in three key areas for teachers and staff:
Content, Instruction, and Assessment (see Figure 1), with an emphasis on the
convergence of these three areas.

Pitt County Schools Professional Learning Manual

Content-Specific teaching
strategies or programs

Curriculum
(WHAT we
teach)
NCSCOS (CCSS &
NCES)
Curriculum Guides
Year at a Glance
Standard III

Science
Notebooking
Guided Reading
Reading/Math
Foundations

Literacy
21st Century
Skills
Summative
RBT
Assessment
PLCs
EOC/EOG
Benchmarks

Assessment of WHAT
students know (may or may
not have been learned in
the class)

Instruction
(HOW we
teach)
Thinking Maps
SIOP
9 High Yield
Strategies
Write from the
Beginning
Standard IV
Formative
Assessment
Read 3D

Assessment
(How We Know
What Was Learned)
Standard IV.H
Assessment of HOW
teachers taught; this drives
instruction
Figure 1: The model for the delivery of professional learning in Pitt County Schools

Pitt County Schools Staff Development Manual

SECTION 2: THE LICENSE RENEWAL PROCESS

Pitt County Schools Professional Learning Manual

STATE REQUIREMENTS

The renewal process ensures that professional school personnel continually update
their professional knowledge and technical competency. Each license holder is responsible
for knowing and satisfying license renewal requirements. Failure to renew a license makes
an individual ineligible for employment.

The State Board of Education has approved the following requirements to renew the
Standard Professional 2 license, to which Pitt County Schools Professional Educators must
adhere:

Professional Educators teaching in grades K-8 (any certification):
3 renewal credit for literacy
3 renewal credit in the specific academic subject area and
2 general credits
Total: 8 Credits

All other Licensed Educators (any certification):
3 renewal credit in the specific academic subject area and
5 general credits
Total: 8 Credits

Administrators:
3 credits focused on the school executives role as instructional, human resources
and managerial leader
5 general credits
Total: 8 Credits

In determining whether a workshop/course can award literacy credits, the following
criteria must be met:
The course/workshop must be aligned directly with Standard III.a of the NC Teacher
Evaluation Rubric
The instruction must focus directly on teaching reading skills, writing skills, or
literacy in/through the content area.

In determining whether a workshop/course can award academic credits, the following
criteria must be met:
The course/workshop must be aligned directly with Standard III.b of the NC
Teacher Evaluation Rubric
The instruction must focus directly on the licensure content area.

A unit of renewal credit is equivalent one in-service credit from a North Carolina public
school system. Generally, a unit reflects ten contact hours. The DPI Licensure Section does
not accept renewal credits of less than one unit (10 hours). For a professional educator's

Pitt County Schools Professional Learning Manual

license to remain current all credit must be earned by the expiration date of the existing
professional educator's license.

Individuals can earn license renewal credit through several options. These include:
1.
2.
3.
4.

College or University courses

LEA/school level in-service courses or workshops
Classes/workshops approved by DPI or other certifying agency
Completion of portfolio process for National Board Certification (even if the
individual does not achieve national certification) OR NBPTS Renewal
5. Participation in institute/seminar/conference

College or University Course

Renewal credit can be earned by taking courses through any accredited college or
university, including technical and community colleges. Credit is earned as follows:

A quarter hour is the equivalent of 1.0 renewal credit.
A semester hour is equivalent to 1.5 renewal credits.

A course which is audited (not taken for college credit) cannot be used for renewal
credit. The school system reserves the right to deny credit for course work not related to
ones license area or deemed inappropriate to an area of certification/professional growth.
At the conclusion of the course, the individual must submit the appropriate form on My
Learning Plan as well as send a transcript to the Licensure Specialist.

LEA/School Level In-Service Courses or Workshops

LEA/School sponsored course/workshops are activities planned by and held at the

local school or at the district level. In general, participation in these activities will result in
a teacher earning the required 8 renewal credits required every five years. These may be
offered on district-wide training days, student half-days, or outside regular school hours.
For specific details on how credit is awarded for these activities refer to the section entitled
Planning Locally Sponsored Courses on page 1.

All in-district trainings are managed through My Learning Plan. Professionals in the
district locate, register, and evaluate PD opportunities through MLP. Upon completion of
any district/school workshop every participant must complete the online evaluation
form in MLP within 30 days (or the end of the current school year, whichever is
sooner) of completion of the workshop. Participants who do not complete the
evaluation form will forfeit any credit earned. They will be marked present but they
will not receive any renewal credit.

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Pitt County Schools Professional Learning Manual

Classes Approved by DPI/Other Agency

To receive credit for activities by an outside agency, participants must submit a

Prior Approval for External Staff Development through My Learning Plan at least 2 weeks
prior to the desired activity. Once the form has been submitted in MLP it will be reviewed
by the employees principal/supervisor as well as the districts Professional Learning
Specialist and Licensure Specialist before it is approved. Upon completion of the activity it
is the employees responsibility to mark the activity complete in MLP so credit can
be granted; proof of completion is to be submitted to the employees
principal/supervisor. The employee has 90 days (or the end of the current school year,
whichever is sooner) to mark an activity complete after it has finished, otherwise credit
will be forfeited.

As required by North Carolina State Board of Education Policy TCP-A-005, no
credit will be awarded for any activity that is less than 10 contact hours.

Completion of Portfolio Process for National Board Certification

At the conclusion of the National Board Certification process the Licensure

Specialist is automatically provided with the names of all teachers who pass the
certification process. Therefore, teachers passing need only to provide the Licensure
Specialist with information related to WHICH renewal cycle the 8 CEUs are to be received
since teachers may receive credit during the current cycle or bank them for the next
renewal cycle.

Teachers who complete the National Board Certification process but who do NOT
receive National Board certification may also receive 8 CEUs of renewal credit. Teachers
should submit to the Licensure Specialist written verification (a) that a portfolio was
submitted to the National Board or (b) written verification of action from the National
Board, including a copy of the score assigned. The CEU credit may be received during the
current cycle or banked for the next renewal cycle; however, credit may be received one
time only. If a teacher chooses to receive the 8 CEUs during the current cycle and then
receive National Board Certification at a later date NO additional renewal credit will be
awarded.

Teachers who complete the National Board Renewal will receive 2 CEUs but are still
responsible for the remaining 6 credits. The 2 CEUs awarded for NBPTS Renewal are
classified as Literacy (1) and Academic (1).

Participation in an Institute/Seminar/Conference

Frequently, school personnel engage in professional learning activities that do not

award renewal credit. Such activities include conferences sponsored by agencies such as
ASCD, NCTIES, NCASA, et cetera or curriculum-specific conferences like the NC AIG
Conference, NC EC Conference, NC Music Educators Conference, et cetera. While these
activities do not meet the definition of High Quality Professional Learning, renewal credit
can be awarded for participation in them. This procedure outlined below provides a way

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Pitt County Schools Professional Learning Manual

that individuals may obtain credit for these activities that are sustained over a minimum
two day period of time and are focused on recent research related to effective instruction.
It cannot be used for one day conferences. Requests for CEUs for one day conferences will be
denied unless after attending the conference participants are able to demonstrate how the
conference impacted their instruction.

1. The attendee must request prior-approval at least two weeks before the conference
through MLP using the Prior Approval for Conferences form;
2. Once the form has been submitted in MLP it will be reviewed by the employees
principal/supervisor as well as the districts Professional Learning Specialist and
Licensure Specialist before it is approved;
3. Upon completion of the activity it is the employees responsibility to mark the
activity complete in MLP so credit can be granted; proof of completion is to
be submitted to the employees principal/supervisor. The employee has 90
days (or the end of the current school year, whichever is sooner) to mark an activity
complete after it has finished, otherwise credit will be forfeited.

Credit is awarded only for the number of hours participants engage in professional
learning and does not include breaks between sessions or for meals. Upon completion of
the form when the participant returns he/she will enter the hours and break-out sessions
(if any) that they attended. For example, day one of a conference starts at 8:00 and ends at
4:30. If the teacher attends the opening session from 8-10, then goes to the exhibit hall
from10-11, has lunch from 11:30-12:30, attends break-out session from 1:00-2:30 and
3:00-4:30 he/she will receive 5 hours of credit for that day (2 hours for 8-10 and 1.5 hours
for the 1-2:30 and 3-4:30 sessions).

Serving as a Clinical Teacher

Teachers may earn 10 hours (1 CEU) of credit for hosting a university intern and
completing any necessary training, and these hours will be automatically awarded by the
district after the intern has completed their work with the teacher. Teachers who host an
intern need to contact the Teacher Support Coordinator if they have questions regarding
this process.

FINANCIAL CONSIDERATIONS

Often participation in outside professional learning results in the expenditure of

significant financial resources. Consultant fees, participant salaries, material fees, travel
guidelines, and reimbursement procedures will fall within the sponsoring departments
guidelines (EC, Federal Programs, SIG, etc), Board of Education Policies and Procedures,
and under any budgetary directives given by the Superintendent. For further information
contact the school principal, the appropriate departmental director/coordinator, or the
Assistant Superintendent for Educational Programs and Services.

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Pitt County Schools Professional Learning Manual

ONLINE LEARNING

To receive credit for an online class, the professional educator must request prior-
approval via My Learning Plan using the Prior Approval Online Learning form. Online
courses must be offered through an established educational agency and often (though not
always) require a fee to participate. Effective online learning requires regular, on-going
interaction with a facilitator and other class members and should include the completion of
scored assignments (group work, research, readings, etc). Examples of such agencies
include (but are not limited to):

LearnNC
Pitt County Schools
NC Education
NC Department of Public Instruction
School Improvement Network

As a general rule credit will not be awarded for self-paced online learning
opportunities (unless sponsored by DPI). Online courses taken through community
colleges or universities resulting in college credit and for a grade are not considered Online
Learning opportunities in My Learning Plan but instead must be submitted in MLP via the
College Credit form.

PROFESSIONAL LEAVE REQUESTS

Employees must follow the procedures in the Pitt County Schools Human Resources
Manual when requesting leave for personal, professional, or community service reasons.

PROFESSIONAL LEARNING COMMUNITIES (PLCS)

Participation in a PLC is an expectation of the North Carolina Professional Teaching

Standards under Standard I.b. Teachers have the opportunity to earn CEUs for
participation in an appropriate PLC. PLCs must be proposed in MLP through the
appropriate goal forms, logs must be kept in a manner appropriate to the school principal,
and teachers may earn 10 hours (or 1 CEU) for each calendar year.

APPLICATION/IMPACT CREDIT

When a professional educator completes selected PD activities for which they

receive credit they will have the option of receiving additional CEUs by completing an
Application and/or Impact study. Upon completing the activity evaluation form (for in-
district activities) or marking a form as Complete (for external PD activities), professional
educators will be given the option to complete an Application study.

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Pitt County Schools Professional Learning Manual

During the application study the professional educator must demonstrate

application of the learning in the classroom over time. Professional educators can earn
additional CEUs equal to the original number granted for attending the initial training (i.e.,
if a teacher participates in a 10 hour training and then completes an application study they
can earn 10 additional hours). They must document that the skills/knowledge gained in
the original activity have been applied in the classroom over at least a six week period and
the documentation will be submitted in My Learning Plan.

Upon demonstration of appropriate application in the classroom the professional
educator will be given the option to complete an Impact study. The impact study will
measure, over time, how the new knowledge/skills they learned and applied in the
classroom have impacted student achievement. Upon completion of the impact study
additional CEUs will be awarded at twice the number of hours first earned (i.e., for a 10
hour training, an educator who participates in the impact level will earn 20 additional
hours). Documentation will be submitted by My Learning Plan

Completion of the Application Level is a prerequisite to completion of the Impact
Level. In the proceeding example, a teacher who completes 10 hours of training could earn
a total of 40 hours of renewal credit by completing both levels of study (10 for the initial
training, 10 more for the application level, and 20 more for the impact level). Participation
in the Application/Impact levels allows a professional educator to earn additional hours
beyond the number originally earned without falling under the 10% rule (see #2 under
Planning Locally Sponsored Courses).

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Pitt County Schools Professional Learning Manual

PROCESS FOR PCS PROFESSIONAL LEARNING

Par9cipant Evalua9on (CEUs

Awarded)
Enrollment & Approval
Through District Catalog

Par9cipant Marks Complete

(CEUs awarded)
End here OR con9nue

OPTIONAL: Impact Study

Par9cipa9on

Instructor Completes
A;endance

End here OR con9nue

Demonstrate classroom
implementa9on (minimum 6
weeks)

Proposal & Approval

OPTIONAL: Applica9on Credit

Proposal & Approval

Par9cipant Submits
documenta9on that
applica9on lead to
improvements in student
learning (2x CEUs awarded)

Pitt County Schools Professional Learning Manual

PROCESS FOR NON-PCS PROFESSIONAL LEARNING

(conferences, online courses, seminars, etc)

Par9cipant Evalua9on (CEUs

Awarded)
Proposal & Approval

Par9cipant Marks Complete

(CEUs awarded)
End here OR con9nue

OPTIONAL: Impact Study

Par9cipa9on

Par9cipant Marks Complete

Demonstrate classroom
implementa9on (minimum 6
weeks)

Proposal & Approval

Proposal & Approval

Par9cipant Submits
documenta9on that
applica9on lead to
improvements in student
learning (2x CEUs awarded)

End here OR con9nue

OPTIONAL: Applica9on Credit

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Pitt County Schools Professional Learning Manual

SECTION 3: PLANNING PROFESSIONAL LEARNING

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Pitt County Schools Professional Learning Manual

LOCALLY SPONSORED ACTIVITIES

LEA/School sponsored course/workshops must meet the standards listed on page 3
of this manual under the heading Standards for Professional learning. They must be
designed to develop specific skills and taught by qualified instructors. All proposals must
be submitted into MLP at least one month prior to the official start date of the program.
This will allow adequate time for review by the leadership team and time for the activity to
be posted into MLP for teachers to register. In addition, the course/workshop must meet
the following guidelines:

1. No more than 6 hours of credit can be awarded in one day unless specifically
approved by the designated director prior to beginning the activity AND the activity
must have a minimum of 10 contact hours;

2. Only sessions that award 10 or more hours total will be considered for approval.
While multiple sessions for less than 10 hours can be combined to meet the 10 hour
minimum, the sessions must be related in content (and these multiple sessions must
be entered into MLP as one activity). For example, 10 hours can be awarded for five
different two-hour sessions on classroom management, but 10 hours can not be
awarded for five different two-hour sessions on unrelated topics such as
classroom management, content, instructional strategies, using PowerSchool,
and data analysis.

3. No more than 1 hour of the 10 hour course/workshop can be accrued from lab time
or time spent on assignments or practicing strategies. For courses awarding more
than 10 hours, no more than 10% of the hours earned can be from outside direct
participation time. The only exception being individual participation in the
Application/Impact level;

4. Upon completion of the workshop every participant must complete the online
evaluation form in MLP within 30 days (or the end of the current school year,
whichever is sooner) of completion of the workshop. Participants who do not
complete the evaluation form will forfeit any credit earned. They will be marked
present but they will not receive any renewal credit.

All workshops, whether school or district based, are managed through My Learning
Plan (MLP). Facilitators for workshops must submit a Professional Learning Activity
Proposal in MLP at least one month prior to the date of the training. Once the proposal has
been approved it will appear in the district catalogue for participants to register.

In order to complete the proposal process, the facilitator must submit the following
information as part of the proposal form in My Learning Plan (see Figure 2); answers to
these questions are designed to assist planners as they design professional learning for
participants:

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Pitt County Schools Professional Learning Manual

1.
2.
3.
4.
5.
6.

Activity Title
Description of the Activity
Description of expected outcomes for both teachers and students
Maximum & Minimum Participants
Meeting Date(s), Time(s), and Location(s)
Number of clock hours to be awarded (do not include any scheduled breaks or
meals in the hours to be awarded) (must be at least 10)
7. Breakdown of how hours should be awarded; while activities can offer hours in
different areas (Literacy, Academic, or Principal), the sum of hours must equal the
total hours given. Example, for a 10 hour course 5 hours may be awarded for
Literacy and 5 for Academic.
8. The activity must be aligned to the NC Teacher Evaluation Standards (or Principal
standards if it is to offer principal renewal hours) and goals established by the Pitt
County Schools Board of Education
a. Activities that award literacy credit must address Standard III.a
b. Activities that award academic credit must address Standard III.b
c. Activities that award principal credit must address School Executive
Standards II, IV, or V.
9. The activity should include a plan for how the activity will be evaluated for impact
and extended over time

All participants must sign-in to receive credit for the activity. Upon completion of the
activity the facilitator will enter attendance into MLP.

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Pitt County Schools Professional Learning Manual

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Pitt County Schools Professional Learning Manual

Figure 2: MLP Proposal Form for School & District

PD

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Pitt County Schools Professional Learning Manual

SECTION 4: PROFESSIONAL LEARNING COMMUNITIES

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Pitt County Schools Professional Learning Manual

PLCs are not random committee meetings that lack focus, nor are they team or
content meetings that lack a measurable goal. Rather, all effective PLCs are results driven
(Annenberg Institute for School Reform, 2004; Dufour, 1997, 2004; Schmoker, 2006, 2011),
meaning they focus on increasing student achievement based on specific, measurable goals.
In effective PLCs, Every professional in the building must engage with colleagues in the
ongoing exploration of three crucial questions that drive the work of those within a
professional learning community:
What do we want each student to learn?
How will we know when each student has learned it?
How will we respond when a student experiences difficulty in learning?
(Dufour, 2004)

PLC meetings, while they are focused on data and how teachers impact student
achievement, may look different from school to school but the basic component of
measuring on-going progress towards a common, specific, and measurable goal will remain
consistent across the district. Perhaps Richard Dufour summarizes it best when he writes,
The Professional Learning Community model flows from the assumption that the core
mission of formal education is not simply to ensure that students are taught but to ensure
that they learn. This simple shift from a focus on teaching to a focus on learning has
profound implications for schools[because PLCs] judge their effectiveness on the basis of
[increased student achievement] resultsworking together to improve student
achievement becomes the routine work of everyone in the school. Every teacher team
participates in an ongoing process of identifying the current level of student
achievement, establishing a goal to improve the current level, working together to
achieve that goal, and providing periodic evidence of progress. (Dufour, 2004)

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Pitt County Schools Professional Learning Manual

SECTION 5: REFERENCES & RESEARCH

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Pitt County Schools Professional Learning Manual

REFERENCES
Annenberg Institute for School Reform. (2004). Professional Learning Communities.
Retrieved from
http://annenberginstitute.org/sites/default/files/product/270/files/ProfLearning.
pdf
Dufour, R. (1997). Functioning as Learning Communities Enables Schools to Focus on
Student Achievement. Journal of Staff Development, 18, 5657.
Dufour, R. (2004). What is a Professional Learning Community? Educational Leadership,
61(8).
Dufour, R., Dufour, R., Eaker, R., & Many, T. (2010). Learning by Doing (2nd Edition.).
Bloomington, IN: Solution Tree.
Easton, L. B. (2011). Professional Learning Communities by Design. Thousand Oaks, CA:
Corwin Press.
Guskey, T. R. (2000). Evaluating Professional learning. Thousand Oaks, CA: Corwin Press.
Guskey, T., & Yoon, K. S. (2009). What Works in Professional learning? Phi Delta Kappan,
90(7), 495500.
Jessup, S. (2007). Professional Learning Communities: An Overview of What the Research
Says. The Educational Partners, LLC. Retrieved from
http://www.youreducationalpartners.com/Flyers/PLC/PLC%20Articles/PLCovervi
ew.pdf
Killion, J. (2008). Assessing Impact (2nd Edition.). Thousand Oaks, CA: Corwin Press.
Moir, E. (2013, May 23). Evolving from professional development to professional learning.
EdSource Today. Retrieved May 28, 2013, from
http://www.edsource.org/today/2013/evolving-from-professional-development-
to-professional-learning/32586#.UaTKAFO_29d
Reeves, D. (2008). Reframing Teacher Leadership to Improve Your School. Alexandria, VA:
ASCD.
Reeves, D. (2010). Transforming Professional Development into Student Results. Alexandria,
VA: ASCD.
Schmoker, M. (2006). Results Now. Alexandria, VA: ASCD.
Schmoker, M. (2011). Focus. Alexandria, VA: ASCD.
Shymansky, J. A., Wang, T.-L., Annetta, L. A., Yore, L. D., & Everett, S. A. (2010). How Much
Professional Development Is Needed to Effect Positive Gains in K6 Student
Achievement on High Stakes Science Tests? International Journal of Science and
Mathematics Education, 10, 119.
Zepeda, S. J. (2012). Professional Development: What Works. Larchmont, NY: Eye on
Education.

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