CLC: Collaborative Learning

Communities
Jackie Hansen, Vickie Jones, and Brad Ostendorf
College of Education, Grand Canyon University
EAD-523: Developing Professional Capacity
Dr. John Gustafson
March 2, 2022
Agenda
◦ Description of PLCs
◦ Mission Statement
◦ Goal
◦ Measurable Outcomes
◦ Structure of PLCs
 ◦ Teach
Definition of ◦ Collaborate
PLCs ◦ Exchange
◦ Learn
 A PLC works to encourage teacher
Mission
collaboration to promote high student
Statement
achievement.
 -Ensuring high-levels of learning for
all.
Overall Goal -Defining how the learning will be
monitored.
- Promote teacher collaboration.
Measurable Outcomes
 1. Develop Collaborative Procedures

Measurable 2. Improve Student Outcomes

Goals

3. Refine Teacher Practices

PLC Structure
- Google Classroom will serve as the
platform
- Principal is admin of the PLC page
- Teachers will join the PLC page as
“students”
- PLC members will engage in
collaborative learning
 - Principal
- Survey teacher needs
- Provide PD opportunities
- Monitor teacher involvement
- Teachers
- Engage in forum discussions
PLC Member - Contribute to shared resources drive
- Share PD opportunities
Roles - Share/reflect on student performance data
PLC Member Group Norms Definition:
Expectations Set - The group/team expectations on how everyone within the group
will conduct themselves.
by Group Norms
 ● Quarter 1
● Quarter 3
○ Establish PLC
○ Review quarter 2 data
○ Survey teacher needs
○ Discuss instructional
○ Teachers contribute
strategies
resources to shared
drive
●
Timeline Quarter 2
○ Provide PD based on ● Quarter 4
○ Discuss upcoming year
identified needs
○ Define student ○ Evaluate PLC
performance
measurables
○ Obtain student
performance data
 *Group Norms
*Essential Outcomes

Artifacts *SMART Goals

generated by *Common Assessments

PLCs *Student Data
*PLC Minutes
Evaluation Process
- Teacher surveys
- Administrative review of teacher shared drives
- Benchmark assessments
- Student performance
- Growth
- Self-evaluation tools
- Peer observation
- Utilizing a checklist
 References
Baum, K., & Krulwich, D. (2017). A new approach to PD and growing leaders. Educational Leadership, 74(8), 62–66.

Fullan, M. (2014). The principal: Three keys to maximizing impact. San Francisco: Jossey-Bass.

Namwong, O. (2021). Scrutinizing professional learning community: Its pros and cons to basic education teachers. Journal of Education,
Mahasarakham University, 15(3), 20–34.

National Policy Board for Educational Administration (2015). Professional Standards for Educational Leaders 2015. Reston, VA: Author.
14-15

Oakley, B. L. (2021). Transforming center-based schools into professional learning communities: policy implementation in Michigan’s
center-based schools. Journal of Special Education Leadership, 34(2), 82–93.

Van Themaat, J. V. L. (2019). Thinking together changes the educational experiences, provision and outcomes for SEND pupils –
professional learning communities enhancing practice, pedagogy and innovation. Support for Learning, 34(3), 290–311.
https://doi-org.lopes.idm.oclc.org/10.1111/1467-9604.12263