Professional Learning Communities
Professional Learning Communities
Introduction
Professional Learning Communities (PLC) is an emerging concept of learning that seeks to foster collaboration of various stakeholders into the learning process. This concept is being implemented in school with the goal of enhancing learning. This paper has evaluated several literatures with the aim of exploring the impacts PLC on school cultures. The paper also presents a plan for implementing PLC in the school and an explanation on how the plan will affect the culture of the school.
Summary of Research
Professional learning communities is a concept that emphasize on collaboration as means of enhancing the learning process (Hilliard, 2012). It involves integrating members of the community; professionals in various fields; school administrators; teachers and students in the learning process so as to enhance the curriculum. This concept incorporates the contribution of many stake holders towards the learning process (Hilliard, 2012). PLC seeks to improve the efficacy of learning environments by creating a common vision among community, professional and school environments. Thus, one of the impacts of professional learning communities on school culture is that it shifts the learning approach from individual based learning to collaborating learning. It seeks to introduce new practices in the learning process.
Professional leaning communities are also likely to change the role teachers within the learning process (Riveros & Newton, 2012). Traditional school cultures consider the teacher to be the origin of knowledge. However, Professional learning process focus on enhancing learning of all stakeholders involved. It focuses on a two way learning process where the teacher only facilitate this process (Riveros & Newton, 2012). Other stakeholders such as peers and community members are also involved in this process. Thus, professional learning communities’ shifts focus from teaching to learning.
The concept of professional learning communities is also supported by the results of Showers & Joyce (1995) research. The study revealed that the best learning outcomes are achieved when the learning process incorporates elements of corrective feedback; practice; demonstration and theory. Most learning curriculum focus on inculcating theoretical knowledge into the students, However, this only results to transfer for knowledge to only 5% of the students (Showers & Joyce, 1995). In order to optimize the transfer of knowledge, the learning process allow students to see how the theoretical concept works through demonstration. It also suggests that students must be allowed to apply the knowledge and given corrective feedback with is entrenched in the learning process. Professional learning communities give students an opportunity to learn theories, get a demonstration of the learnt concept; apply this concept and get corrective feedback.
Professional Development Plan
- Theory
This plan seeks to create curriculums that foster collaboration within the learning process. The plan has divided the learning process into 4 broad steps. Step one involves the introduction of theory or new knowledge to students. The curriculum encourages building of new knowledge from the student preexisting knowledge. Various instruction strategies are adopted so as to accommodate all learners.
- Demonstration
This step entails demonstrating to the student how a particular concept works. This step call for participations of different stakeholders depending on what the students are learning. Teachers, schools administrators, members of the communities and members from different professional field will be invited to make demonstrations to students.
- Application
This step seeks to accord students the chance to practice the newly learnt concept. Of the prominent activities in this step is the group assignment. Group assignments enable students to work together and learn from peers. PLC also involves taking the class to the community and professional fields where students can have an experience of activities that take place in these areas.
- Assessment
The assessment step seeks to evaluate the outcome of the learning process. This step focuses on assessment strategies that promote reflection by the students. Examples of such assessment strategies include reflective writing, portfolios and journal writing. Teacher will send feedback from the assessment process to the students. This feedback will be targeted at assisting students to make improvements.
This plan is going to transform the school culture in various ways. One way is by facilitating the transfer of knowledge thus, enhancing the outcome of the learning process. This plan has incorporated all the principles of learning that were identified in Showers and Joyce (1995) study. These principles include theory; demonstration; practice and feedback. Therefore, the plan is likely to enhance the transfer of knowledge (Showers & Joyce, 1995). The plan will also enhance cohesion and integration within the school environment (Riveros & Newton, 2012). This is because it emphasizes on collaboration between peers, teachers and school administrators within the learning process. This will not only enhance learning but will also enhance interaction between school members. The plan will also foster continuous development of students by placing emphasis on reflective assessment and feedback. The plan introduces different approaches of assessing students. These approaches focus on fostering improvements rather than ranking students. The plan will also foster integration of students into the communities and professional fields (Hilliard, 2012). The plan has identified activities that provide students the opportunity to apply knowledge in the community and professional settings. This will not only enhance the transfer on knowledge but will also reinforce the relationship between the students and community members. It provides students with access to a network of professionals.
Conclusion
Professional learning communities is a concept that suggests that the learning process can be enhanced by fostering collaboration between the community; professionals and the school. Several literatures have supported the PLC concept. According to these literatures, PLC can enhance learning by incorporating elements of theory; demonstration; practice and feedback into the learning process. PLC is likely to transform school culture by shifting focus from teaching to learning; encourage greater participation of students and other stakeholders in the learning process; focusing on learning among peers and fostering reflective methods of assessments.
References
Hilliard A. (2012). Practices and Value of a Professional Learning Communities in Higher Education. Contemporary Issues in Educational Research. 5 (2): 71-74
Riveros A. & Newton P. (2012). Critical Reflections on Professional Learning Communities. Canadian Journal of Education. 35 (1): 202- 216
Showers B. & Joyce B. (1995). Student achievement through staff development: Fundamentals of school renewal. White Plains, NY: Longman
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