CLC: Collaborative

Learning Communities

DANIELA KELLER, LAKYN CRUMBLY,

KELLEY OURADNIK
GRAND CANYON UNIVERSITY
EAD 523-0500
MAY 10TH, 2020,
GCU
GCU PLC

• BuCollaborate Cliparts #2494862. (2019).

HAPPY GROUP
 Mission

To collaborate and create a learning culture for every student to

have growth academically, emotionally and socially
 Goal of Professional Learning
Community

 “Professional development that helps (teachers) write, practice, and deliver more engaging
lessons and implement effective classroom routines (Baum, K., & Krulwich, D. 2017. p.
63)

 Have continuous collaboration and build a strong teacher support-system

 Teachers become leaders

 Increase student achievement in daily lessons and assessments

 Professional Learning Community

 Working together as leaders for a common goal

 Standards for Professional Learning state, PLCs

increase:
 Continuous improvement

 Collective responsibility

 Alignment of goals.
 Professional Learning Community

“Learning community members are accountable to

one another to achieve the shared goals of the school
and school system and work in transparent,
authentic settings that support their improvement”
(The Professional Learning Asso. 2020).
 Teacher benefits

 Will provide clear, detailed reports to help identify who needs help,
uncover common misconceptions, celebrate student progress, and
make better instructional decisions.
 Assign material directly related to what you are teaching now
 Receive detailed reports about student effort and misconceptions
 Incorporate material from other courses
 Pinpoint individual concepts to assign
 Benefits for Students

Increased learning
Consistency of curriculum
“When systems increase the stakes for students by
demanding high, equitable outcomes, the stakes for
professional learning increase as well” (The Professional
Learning Asso. 2020)
 Measurable outcomes for PLC

 Have continuous collaboration (PLC’s Notes, E-mails, Calls)

 Working together to develop lesson plans and strategies that are impactful.
 Brainstorming and problem solving together
 Developing consistency with school wide goals
 Having a built-in support system
 Teachers become leaders and collaborators.
 The overall structure of the PLC
Member roles and expectations
 One leader per grade level/subject – 6th, 7th,and 8th
 The leader will have one session meeting per month with grade level leaders and teachers and
will report to the Lead team

 7th Grade Math will meet every Tuesday and Friday – Teachers will discussed the lessons
and common assessments
 Math PLC will meet every 1st Wednesday of the month to discuss progress and collaborate
How the teachers will monitor and evaluate the
implementation of the plan

 Theteachers will analyze student achievement data (e.g. interim

assessment results, common formative assessments, student work
samples, NWEA, EOCs).
 Theteam will monitor progress toward better NWEA and EOC
scores and common summative assessments
 Timeline to implement the PLC

 September to December – four months

 Set-up a weekly cadence for your PLC to discuss student data, content
pacing, potential misconceptions of students, and
 Departments should be pulled once a learning cycle (every 4 ½ weeks) for
group PD and for PLC breakout sessions to be facilitated by an instructional
coach.
 Focus on student motivation and progress
 The four critical questions of a PLC

 What do we want all students to know and be able to do?

 How will we know if they learn it?

 How will we respond when some students do not learn?

 How will we extend the learning for students who are already proficient?
 How the PLC outcomes could be evaluated

 In an honest and constructive discussion, determine teachers level of knowledge about the
specific areas of curriculum and determine what areas educators require further
professional development and assistance
 Using the student data from Common Formative Assessments, evaluate what students
already know and determine student learning needs for intervention or reteaching.
 Using these evaluations, the student learning focus of the next week and how the PLC
will use Common Formative Assessment data to meet student learning needs.
 How the PLC outcomes could be evaluated
-Continued

 Using these evaluations, the student learning focus of the next week and how the PLC
will use Common Formative Assessment data to meet student learning needs.
 Each teacher should share their student data from the previous week to discuss
shortcomings and achievements to promote student success.
 Each PLC team will discuss with admins and instructional facilitators how to go forward
based on the student data
 Summary

 We all support the school’s vision “to find and develop the potential in
each student, along with the school’s mission to collaborate and create a
learning culture for every student to have growth academically,
emotionally and socially
 We want to maximize the potential for growth with the resources we use
 References:

Baum, K., & Krulwich, D. (2017). A New Approach to PD—and Growing Leaders. Educational Leadership, 74(8),
62–66

Professional Standards for Educational Leaders. (2016). National Policy Board for Educational Administration.
Reston, VA: Author. (pp. 9 and 10). Retrieved from
http://www.gcumedia.com/digital-resources/pearson/2016/school-law-and-the-public-schools_a-practical-guide-for-educational-leader
s-custom_6e.php
The Professional Learning Association. (2020) Retrieved from: https://learningforward.org/standards/learning-communities/
https
://www.google.com/search?q=gcu+campus&rlz=1C1GCEA_enUS832US832&tbm=isch&source=iu&ictx=1&fir=S2axxxYTkXF8w
M%253A%252CqXGMNdy9GBzg5M%252C_&vet=1&usg=AI4_-kRWb_7WP-g9z2Z7JP_2t8fGUD955Q&sa=X&ved=2ahUKEwi2
-5nf16fpAhUPnq0KHUEhAQUQ_h0wAnoECAkQCA&safe=active&ssui=on#imgrc=omb6SCzZpSzQ2M

Ark, Tom Vander, and Tom Vander ArkTom Vander Ark. “Personalize Learning and Build Agency By Using the 4 PLC Questions.”
Getting Smart, 21 Aug. 2018, www.gettingsmart.com/2018/08/personalize-learning-and-build-agency-by-using-the-4-plc-questions/.