Policy 1: Improving Student Learning through PLCs
Problem:
Student success is a concern in schools across communities, states, and nations. In order to combat poor student achievement, some school districts are moving towards models of professional learning communities where educators and administrators gather to analyze data and discuss best practices for all students in their school or district. This collaboration has the ability to improve student success and build community amongst teachers.
Stakeholders:
Students, teachers, administrators, and parents are the parties who have the most to do with student success and they are the stakeholders in professional learning communities. These communities can comprise an academic department, an entire school, or a grade level. Teachers and administrators must make the time and effort to gather and analyze data as well as complete assignments which work for the good of their group. All of this planning impacts what and how students learn and parents are the at-home stakeholder in ensuring further student success.
Feasibility:
School districts and independent schools across Georgia have implemented professional learning communities including former Broad Prize recipient, Gwinnett County. Interviews could be conducted, and data could be gathered to determine the effectiveness of these communities and to then apply them to a new environment where they do not exist. Speaking to school superintendents and local principals is the best way to make a change happen on this issue.
Footnotes:
About PLCs. Solution Tree, Inc., www.allthingsplc.info/about.
DuFour, Richard. What Is a Professional Learning Community? ASCD75, May 2004, www.ascd.org/publications/educational-leadership/may04/vol61/num08/What-Is-a-Professional-Learning-Community%C2%A2.aspx.
Hord, Shirley. Professional Learning Communities . National Staff Development Council, 2009.
