What is a PLC?

Professional Learning Communities (PLC)

Jeanette Garcia

Poll

How are you all feeling this morning coming into this training?

• Excited!

• Happy :)

• I don't know yet!

• A little upset...

Open Ended

What do you know about professional learning communities already? (It's okay if you're totally new to this topic!)

Before we start...

1. ​Be sure to take notes.

2. Ask questions.

3. Have an open mind.

4. Be prepared to share ideas.

5. All resources for the PLC can be found here!

​Let's get going!

What is a Professional Learning Community (PLC)?

• A PLC is defined as a group of educators "who focus their work on the formal study of instructional practices in order to improve their students' learning" (Putnam et al., 2020).

• It is a group of people who come together to create a positive change with a "focus on consensus decision making" (Putnam et al., 2020).

• The ultimate goal of a PLC is to "carefully consider how important the ideas were, how the ideas support their goals for learners, and what consequences were likely" (Putnam et al., 2020).

• Careful thought allows them to support the idea "as well as each other during the time that it is implemented" (Putnam et al., 2020).

• To evaluate the effectiveness of the PLC, data is collected and reviewed by the group to continue to evaluate the changes that are necessary.

Reference: Putnam, J., Gunnings-Moton, S., & Sharp, C. (2020). Learning Through Professional Learning Communities (3rd ed.). McGraw-Hill Education.

The History of the Professional Learning Community (PLC)

The term "Professional Learning Communities" (PLCs) emerged in the early 1960s when researchers were looking for a way to offer an alternative to the "isolation endemic" that teaching professionals faced in the U.S. Research evolved on this topic in the late 80s and 90s where it was found that schools that incorporated PLCs saw“collective commitments to student learning in collaborative settings,” . . . “where it is assumed improvement of teaching is a collective rather than individual enterprise, and that analysis, evaluation, and experimentation in concert with colleagues are conditions under which teachers improve.” Teacher collaboration linked to shared goals focused on student achievement led to improved teacher learning, greater certainty about what was effective, higher levels of teacher commitment and ultimately, greater gains in student achievement.

​Reference: History of PLC | All Things PLC | Powered by Solution Tree. (n.d.). https://www.allthingsplc.info/mobile/history-of-plc

In 1993, researchers Judith Warren Little and Milbrey McLaughlin concluded that the most effective schools and the most effective departments within schools operated as strong professional communities characterized by:

• Shared norms and beliefs

• Collegial relations

• Collaborative cultures

• Reflective practice

• Ongoing technical inquiry regarding effective practice

• Professional growth

• Mutual support and mutual obligation

​Reference: History of PLC | All Things PLC | Powered by Solution Tree. (n.d.). https://www.allthingsplc.info/mobile/history-of-plc

The History of the Professional Learning Community (PLC) (Continued)

Open Ended

After hearing a brief narrative on the history of the PLC, how do you think we could use these here in our setting?

By establishing a PLC within our world, we will be able to:

• Collectively pursue a shared mission, vision, values, and goals.

• Work interdependently in collaborative teams focused on learning.

• Engage in ongoing collective inquiry into best practice and the “current reality” of student achievement and the prevailing practices of the school.

• Demonstrate an action orientation and experimentation.

• Participate in systematic processes to promote continuous improvement.

• Maintain an unrelenting focus on results.

This helps us meet our One Fiserv mission, while providing quality and consistent training internally and externally.

​Reference: History of PLC | All Things PLC | Powered by Solution Tree. (n.d.). https://www.allthingsplc.info/mobile/history-of-plc

How can we use PLCs in the corporate world as trainers?

How do we start a PLC?

Starting a PLC

By attending this brief training, you are already on the road to beginning a PLC (and we're going to need all hands on deck for this!) But there are still some pre-phases we need to review:

1. Preparation

2. Beginnings

3. Establishing expectations

4. Identifying conflict resolution

5. Supporting and expanding the PLC

6. Transitions

Reference: Putnam, J., Gunnings-Moton, S., & Sharp, C. (2020). Learning Through Professional Learning Communities (3rd ed.). McGraw-Hill Education.

Phase 1: Preparation

The PLC is being developed and the interest level is being gauged. A set time for meeting every week is established. This can all be done via a Microsoft Form. At this point, there should be a leader collecting this information based on a selected topic.

Reference: Putnam, J., Gunnings-Moton, S., & Sharp, C. (2020). Learning Through Professional Learning Communities (3rd ed.). McGraw-Hill Education.

Open Ended

What are some topics that we can address?

Remember we can only address one topic per group

Phase 2: Beginnings

The PLC convenes and begins to gather information about the culture of the company and group.

At this stage, the PLC members are becoming acquainted with one another, building trust, fostering appreciation of multi-abilities, establishing each person's voice, and creating self-assessments. By allowing the members to get to know each other, they are able to more openly be critical of each other's ideas and work, without taking offense.

Reference: Putnam, J., Gunnings-Moton, S., & Sharp, C. (2020). Learning Through Professional Learning Communities (3rd ed.). McGraw-Hill Education.

​During this phase, it is also important that the leader create an agenda for each meeting. The agenda should be sent to the group at least 1 day prior to the meeting.

Ways to Make Sure Everyone is Included

Since our PLC groups won't all be in person, encourage everyone to turn on their cameras and use "Together Mode" on Teams.

Reference: Putnam, J., Gunnings-Moton, S., & Sharp, C. (2020). Learning Through Professional Learning Communities (3rd ed.). McGraw-Hill Education.

Reference: Putnam, J., Gunnings-Moton, S., & Sharp, C. (2020). Learning Through Professional Learning Communities (3rd ed.). McGraw-Hill Education.

​

Have everyone introduce themselves and then share one thing that they are good at. This can be done orally or with a partner in a breakout room, where the partner then introduces the other person.

Activities to Shine Light on Different Abilities

Reference: Putnam, J., Gunnings-Moton, S., & Sharp, C. (2020). Learning Through Professional Learning Communities (3rd ed.). McGraw-Hill Education.

Draw

To make this fun, draw something that you are good at doing.

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Self-Reflection Time!

Reference: Putnam, J., Gunnings-Moton, S., & Sharp, C. (2020). Learning Through Professional Learning Communities (3rd ed.). McGraw-Hill Education.

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Open Ended

What is something that you would like to accomplish while in your position this year?

To better understand each other, it is also important that we get to know each other and our different styles of training. Allow others to drop by your training and observe what you do. Good ideas are shared when the door is open!

Plan time to Observe Each Other

Reference: Putnam, J., Gunnings-Moton, S., & Sharp, C. (2020). Learning Through Professional Learning Communities (3rd ed.). McGraw-Hill Education.

Evaluating Beginnings Phase

It is important that you as a leader reflect on each phase as you continue. For this phase consider the following questions:

1. Describe a situation, challenge, problem, or concern that is reflective of phase 1- beginnings.

2. What do you and others, perceive as factors that contribute to this situation?

3. What are the specific areas you will address in responding to your situation?

Reference: Putnam, J., Gunnings-Moton, S., & Sharp, C. (2020). Learning Through Professional Learning Communities (3rd ed.). McGraw-Hill Education.

​Be sure to also use the Beginnings Rubric to be sure that you have met this phase!

At this phase the PLC is focusing on issues of socialization. Norms must be set at this stage, including:

• Members of the PLC view each other as mutual resources, not competitors

• Members of the PLC reflect on personal and group actions

• Members of the PLC have respect for other PLCs

• All members of the PLC are responsible for one's learning

• All members of the PLC are responsible for contributing to the learning of other's

• All members of the PLC support the idea that everyone is learning

• All members of the PLC celebrate accomplishments and the failures of the group

• All members of the PLC cooperate and develop interdependence and peer collaboration

Phase 3: Establishing Expectations

Reference: Putnam, J., Gunnings-Moton, S., & Sharp, C. (2020). Learning Through Professional Learning Communities (3rd ed.). McGraw-Hill Education.

Phase 3: Establishing Expectations (Continued)

Roles that must be established:

• Organizer

• Linker

• Contributor

• Encourager

• Facilitator

• Recorder/Reporter

• Timer

​Routines that must be established:

• Agenda Review

• Reviewing Meeting Notes (At the end)

• Sharing notes with all

Reference: Putnam, J., Gunnings-Moton, S., & Sharp, C. (2020). Learning Through Professional Learning Communities (3rd ed.). McGraw-Hill Education.

Phase 3: Establishing Expectations (Continued)

At this phase, the PLC also should begin discussing the topic of the PLC and collecting data on that topic. The data or any relevant information should then be organized in the PLC Report Template.

Reference: Putnam, J., Gunnings-Moton, S., & Sharp, C. (2020). Learning Through Professional Learning Communities (3rd ed.). McGraw-Hill Education.

​Each PLC must create a PLC Report to keep track of what each PLC is looking to research and work on. This document is not static; please revise it as your group continues to evolve and create new goals.

Open Ended

Do you anticipate any issues arising at this phase? If so, which ones?

Evaluating Establishing Expectations Phase

It is important that you as a leader reflect on each phase as you continue. For this phase consider the following questions:

1. Describe a situation, challenge, problem, or concern.

2. What do you and others, perceive as factors that contribute to this situation?

3. What are the specific areas you will address in responding to your situation?

Reference: Putnam, J., Gunnings-Moton, S., & Sharp, C. (2020). Learning Through Professional Learning Communities (3rd ed.). McGraw-Hill Education.

​Be sure to also use the Establishing Expectations Rubric to be sure that you have met this phase!

Phase 4: Identifying Conflict Resolution

This is the point where the PLC identifies and find resolutions to conflicts and differences. PLCs must create a process for resolving conflicts that adds to the quality of outcomes. Remember, conflicts are normal and can even be healthy for the PLC.

Reference: Putnam, J., Gunnings-Moton, S., & Sharp, C. (2020). Learning Through Professional Learning Communities (3rd ed.). McGraw-Hill Education.

Review Steps for Identifying and Resolving Conflicts:

1. Reach an agreement about how their is a conflict and how it needs to be resolved.

2. The facilitator must state the conflict.

3. Identify and select responses. Brainstorm these together.

4. Create a solution

5. Design and implement a plan- the solution must be implemented.

6. Assess success- the group reviews the implementation.

​Conflicts may arise when people have differing opinions and ideas. Since this is also bringing together so many differing teams, emotions may run hgih. It is important that they be handled promptly to not distract the group and improve relations.

Consider having a conflict resolution leader as a role.

Fill in the Blank

Conflicts arise due to differing ____________.

Open Ended

List a conflict that may arise during a PLC meeting:

Evaluating Identifying Conflict Resolution

It is important that you as a leader reflect on each phase as you continue. For this phase consider the following questions:

1. Describe a situation, challenge, problem, or concern that is reflective of phase 1- beginnings.

2. What do you and others, perceive as factors that contribute to this situation?

3. What are the specific areas you will address in responding to your situation?

Reference: Putnam, J., Gunnings-Moton, S., & Sharp, C. (2020). Learning Through Professional Learning Communities (3rd ed.). McGraw-Hill Education.

​Be sure to also use the Identifying Conflict Resolution Rubric to be sure that you have met this phase!

Phase 5: Supporting and Expanding the PLC

At this point, the PLC should be functioning smoothly. All of the members should know each other, as well as the roles, rules, and norms. At this point, the shift of the PLC turns to making changes that improve the quality of learner outcomes and professional relations.

Reference: Putnam, J., Gunnings-Moton, S., & Sharp, C. (2020). Learning Through Professional Learning Communities (3rd ed.). McGraw-Hill Education.

​This is where the designing of plans and data review comes in, while not forgetting the group culture. The PLC should be designating time to researching, reviewing any research that they have found on best practices, any resources, and additional ideas. Solutions should discussed and one should be implemented. Data must be collected to evaluate the effectiveness of the changes and reviewed to then decide the future of the PLC (whether to return to the drawing board or begin a new PLC). Discussions on situations that have been tested should arise at this time.

Open Ended

Practice Situation: One member of the PLC went back to their training and implemented the use of vocabulary cards to teach acronyms (the solution that the PLC agreed to test out). After testing out the vocabulary cards, the member received mixed feedback. One set of learners said that they enjoyed the physical feeling of having flashcards, which allow them to quickly look up info. Another group stated that the flash cards were not easy to use.

What questions would you ask that PLC member to gain further clarification?

What should the PLC do now as far as their strategy? (Should they change their plan?)

Evaluating Supporting and Expanding the PLC

It is important that you as a leader reflect on each phase as you continue. For this phase consider the following questions:

1. Describe a situation, challenge, problem, or concern.

2. What do you and others, perceive as factors that contribute to this situation?

3. What are the specific areas you will address in responding to your situation?

Reference: Putnam, J., Gunnings-Moton, S., & Sharp, C. (2020). Learning Through Professional Learning Communities (3rd ed.). McGraw-Hill Education.

In Between: Transitions and Closures

There will be transition periods once the PLC has completed a project and activity or resolved a problem. The group is then ready to move onto the next challenge or project. People leaving the PLC can also create times of transition. At this point, the group may celebrate their changes together and share their changes with others.

Celebrations can be organized by someone at the PLC and are encouraged! It also keeps the culture of the PLC as a positive one!

Reference: Putnam, J., Gunnings-Moton, S., & Sharp, C. (2020). Learning Through Professional Learning Communities (3rd ed.). McGraw-Hill Education.

Open Ended

Practice Situation: A new trainer is beginning within the company within the next month. Your PLC is working on gamification of the curriculum. The members are currently researching programs that they are interested in using.

How could this trainer be included into the PLC group?

Evaluating In Between: Transitions and Closures

It is important that you as a leader reflect on each phase as you continue. For this phase consider the following questions:

1. Describe a situation, challenge, problem, or concern.

2. What do you and others, perceive as factors that contribute to this situation?

3. What are the specific areas you will address in responding to your situation?

Reference: Putnam, J., Gunnings-Moton, S., & Sharp, C. (2020). Learning Through Professional Learning Communities (3rd ed.). McGraw-Hill Education.

​Be sure to also use the In Between: Transitions and Closures Rubric to be sure that you have met this phase!

That's it!

As you can see, to implement a successful PLC, a lot must be considered, but the rubrics will help to guide you as a leader. Keep in mind, PLCshave many benefits:

• PLCs allow trainers to innovate and share ideas through collaboration

• Keep trainers abreast of new research and technologies

• PLCs are based on a shared vision, values, and goals (One Fiserv)

• PLCs build strong relationships between trainers

• PLCs are inclusive of everyone and their ideas, promoting the idea of equality

• Not only allows for shared responsibility but also encourages leadership (great for your annual review!)

Poll

How are you all feeling after this training?

• Still Excited!

• Ready to go!

• Still Confused...

• Not excited at all.

Open Ended

Tell me more about how you're feeling and how I can continue to support you as you venture out to starting your own PLC.

Poll

Should all PLC leaders meet periodically to discuss progress and issues?

We are considering holding large meetings once a quarter to update everyone on changes for all trainers and teams to know what is being implemented.

• Yes!

• No

Open Ended

Anything else you want to let me know or suggest before we go?

Thank you and I look forward to seeing you all lead your own PLCs!