Faculty collaborations are part and parcel of the expectations of the contemporary staff.
The first step in this collaborative process is to have Professional Learning Communities (PLCs) firmly in place in our schools. Next, an understanding of the whys and wherefores of PLCs must be shared and embraced by the faculty, including answers to some of the frequently asked questions: Why do we have PLCs? What is the purpose of the PLC? What is the focus when we meet? Who determines that focus? Who leads the PLCs? Who Follows? How do we accomplish worthwhile endeavors? Next, an examination of best practices for becoming results-oriented professional structures with specific tools for building and maintaining PLCs is on the agenda. Finally, over time, and with authentic opportunities for making data-driven instructional decisions, teachers begin to feel empowered to effect meaningful change in the schools.
• Rationale for forming and supporting PLCs.
• Role of the PLCs in effecting school change.
• Specific tools and techniques to facilitate PLCs.
• PLC format for effecting meaningful school change.
|
Suggested Title to Support Staff Development
|
