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PART III
Professional
Learning
Communities

T hroughout this book, you have had opportunities to consider

how culture and classroom management intersect, identify your
own classroom management orientation, and explore a number of
strategies that you can adapt for use with your students. So far, it’s
probably been an independent journey.
Working toward more culturally responsive classroom manage-
ment practice is enhanced when you are able to collaborate with
others—teachers, colleagues, and the community.
This final section provides you with a guide for structuring and
implementing a professional learning community (PLC) in your own
school or district so that collaboration can happen. The positive
effects of PLCs on teacher development and student achievement have
been well documented (Hord, 2009; Leithwood, Harris, & Hopkins,
2008; Stoll, Bolam, McMahon, Wallace, & Thomas, 2006). PLCs are
effective for any education initiatives, particularly those for which
teachers need additional resources, learning, and support (Stoll et al.,
2006). Given the success of PLCs in a variety of contexts, they are
copyright law.

ideal to support teachers undertaking culturally responsive class-

room management. The guide in this section provides a flexible
approach that can be adapted to suit your school or district and
encourages you to tap in to local funds of knowledge. 175
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