October 15 , 2007 |
WHAT WE ARE LEARNING
Dr. Ken Branch, WCPSS Instructional Services
The Wake County Public School System continuously seeks ways that its schools can become more effective, asking, “Are we doing enough of the right things to prepare our students for the 21st century world in which they live?” One of four strategic directives established by Superintendent Del Burns focuses on teaching and learning. A key strategy that has the potential to impact improvement of teaching and learning is the development and implementation of professional learning communities (PLCs) throughout the district.
WCPSS has defined a PLC as a team that regularly collaborates toward continued improvement in meeting learner needs through a shared curricular-focused vision. (see Reichstetter, October 2006, “Defining a Professional Learning Community: Literature Review.” PLC team-based learning and working has been researched and made known as a way in which educational organizations can continuously improve and build student success. Over the last few years, WCPSS high schools have had training on aspects of PLCs, middle schools have developed data teams, and individual schools at all levels have explored PLCs. However, this is the first districtwide emphasis on this strategy.
We hope educators involved in PLCs will develop:
• Shared Goals/Vision: Strong adherence to a vision … that acts as a consistently articulated and referenced guidepost in making decisions about teaching and learning (Hord, 1997). The vision is accompanied by specific, strategic, measurable, attainable, realistic, and time-bound goals.
• Collaboration Efforts: A team working together toward a common purpose, learning together and continually improving (DuFour & Eaker, 1998), and making decisions through collective challenging, questioning, and reflecting.
• Team Practices: Team members working in an interdependent and effective way and who understand expectations, roles, responsibilities, and relationships of each member in promoting effective instructional practices.
• Goal Attainment Monitoring/Support Processes (Results Orientation): Systems developed and in place that serve to regularly monitor and provide feedback on learning
• Team Support Processes (Leadership and Conditions): Facilitative leadership which provides extra time and support for teams to meet and talk.
OUR TEACHER
Paige Elliott is the current Wake County Teacher of the Year.
Elliott has taught her entire career of 10 years at Fuquay-Varina High. She teaches Honors and Academic English IV and Paideia 9. Elliott is a graduate of the WCPSS Institute for Teacher Leaders. She earned certification from the National Board of Professional Teaching Standards in 2004. She supervises and mentors student teaching experiences and supervises her school’s program for supporting novice teachers. You can find her involved in many aspects of her school and district, from selling tickets at home football games to contributing to various WCPSS publications.
IN MY CLASSROOM
One of the most notable and recent approaches to improving student learning and achievement is the formal implementation of PLCs, Professional Learning Communities, to many of our schools. I hesitate to refer to PLCs as a “trend” for two major reasons. First, “trend” implies that PLCs are taking education in a new direction; the term neither recognizes nor validates those individuals who have held unofficial PLCs for quite some time. Second, the connotation of the term “trend” implies that it is only a matter of time before the strategy is dropped and the next one implemented. I have every hope and act with every intention that PLCs will remain a routine part of our profession.
Teaching is not a profession of managing, nor is it a profession fully guided by our hearts (though our passion may be what drives us). The education profession requires us to utilize science in order for us to assist the progress of our students. Often I question my students with, “Now what?” We come to a conclusion about a character or current issue, but “Now what?” “You didn’t do as well as you would like to have on your last test; now what?” “You do not like the way something is working; now what?” “What should you do with this information?” “How has this information or experience changed your future actions?” Why should teaching be any different?
We assess students’ understanding of a concept. Now what? Because teaching should not be a practice of isolation, educators must look to each other for the answers. PLCs offer us opportunities to analyze data and address the questions of what to do with the information and data we have.
My school has taken on a new schedule so that we may have time to work collectively towards our common mission of “fostering student learning where success is the only option.” Each Tuesday, we have one hour specifically designated for PLCs. Though each PLC group is at a different stage of development (ranging from defining norms and creating SMART goals to analyzing data and developing strategies focusing on growth), we are meeting and collaboration is taking place.
My PLC group recently administered a common formative assessment. And while I have given assessments (and addressed the needs of my specific students), I am looking forward to sharing data with my group. Each of us has agreed to return to our group with a list of the top three objective areas in which our students scored lowest. We plan to review that data and develop ways to increase student achievement. Perhaps my students performed poorly in some areas and particularly well in others. Rather than working alone and concentrating my energies solely on how to improve, now I may utilize my strengths and help others while tapping into my colleagues’ capabilities.
I would be lying if I said that the transition process to implement formal PLCs was easy. Much of its difficulty rests in its unfamiliarity. We are re-culturing the teaching profession in our school. We are asking teachers to hold each other accountable and recognize areas needing improvement. We are shifting from the mindset that asking for help is a form of weakness to the attitude that our strength is in helping each other and seeking expertise in our areas of deficiency. I am witnessing conversations and collaboration. Even though such conversations and collaboration may have taken place before the formal implementation, specific efforts have been made to offer everyone the opportunity to be an active member of our educational community. Together we contribute to the success of all of our students.
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The Classroom Connection is published electronically monthly for everyone interested in the Wake County Public School System. Is what you read in this edition helpful? What information would you like to see in future editions? Contact me by calling 850-1829 or e-mailing bposton@wcpss.net.
Bill Poston
Wake County Public School System
Communications Department
3600 Wake Forest Road
Raleigh, North Carolina 27611
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