Rosalinda Samong

BEED-3
1. What are the common characteristics of a PLC, and how do we already employ
them at our school?
Shared mission, vision, values, goals, to establish collaborative communities that will assist
in moving the school in the desired direction, as well as concrete, measurable, attainable, results-
oriented, and time-bound (SMART) goals to track progress. Collaborative teams focused on
learning, educators operate in joint teams, interdependently, to accomplish shared goals for
which they are all accountable. The school structures were aligned to ensure that teams received
the time and resources required for adult learning. Collective inquiry, look for new ways to teach
and learn, put them to the test, and then focus on the results. every team's decision-making
process must include the development of common awareness of both current reality and best
practice. Action orientation and experimentation, they understand the importance of participation
and practice in learning new concepts and ideas. They gain knowledge by doing. Results
orientation, Educators evaluate their efforts based on measurable outcomes. They are on the
lookout for signs of student learning, which they can use to educate and develop their work.

2. What are the ways that collaborative teaching can improve student learning at our
school?
Collaborative teaching may enhance student learning in a variety of ways at our school,
including giving focus and learning styles to achieve the growth of higher-level thought, oral
communication, self-management, and leadership skills, increased student retention, self-esteem,
and accountability, and promotion of student-faculty interaction. It also considers the diverse
experiences are exposed to, and one's comprehension, preparation for social and work conditions
in the modern world.
3. How can we use the four critical PLC questions to improve instruction at our
school?

 What do we want students to learn?

In this question, it will improve the instruction at our school using resources to help with
your lesson planning and make for easier collaboration with teachers.
 How will we know if they have learned it?
In this question, gathering data is main viewpoint where it is the procedure of collecting,
measuring, and analyzing the progress of learning.
 What do we do if they do not learn it? (Intervention)
In this question, the intervention is used to assist and improve the absence within the
progress or adaptation of learning, there are actions of that intentionally involved in a
difficult situation, to improve it.
 What do we do if they do learn it? (Enrichment)
 In this question, it talks about the enrichment for students where it is considered as the
action of improving or enhancing the skills, knowledge, and mastery.
4. How is assessment significant in determining the goals of collaborative teaching and
student learning?

The method of observing and evaluating learning is known as assessment. Assessments give
faculty a greater understanding of what their students are learning and help students become
more involved in the subject learning process. This enables educators to see where their teaching
has been successful in terms of collaboratively meeting learning targets and where it has not,
allowing for changes. Teacher evaluations enable them to evaluate the efficacy of their
instruction. Therefore, assessment for Learning focuses on opportunities for students to enhance
their ability to assess themselves, make judgments about their own success, and improve their
performance.
5. What roles do teachers and the principal play in sustaining a PLC?
The teacher’s and principal’s position has major role in sustaining a PLC, Teachers are
responsible to collaborate on common tests, curriculum preparation, and teaching
responsibilities. Teachers sometimes refer to students as "our" rather than "my" students,
reinforcing the group mentality. Teachers collaborate to identify students who are at risk, and
team’s problem-solve to act on behalf of each student. The role of the principal is to Ensure that
the time spent on PLCs is influencing student achievement. A supervising leader will identify
adequate tools to train, mentor, and help teachers who lack the necessary skills or understanding
to work effectively.