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Professional Learning Communities
ICSEI 2011
Starting Point(Whelan, 2009)
Few School Systems perform well or improve over time
So Much Reform, So Little Change (Payne, 2008)
We continue to see attempts to improve systems in ways that are manifestly unlikely to work
‘Failed’ Improvement(Harris and Chrispeels, 2008)
• Implementation underestimated
• Too fast• Imposed (from the top or
outside)• Insufficient capacity
building
How the Best School Systems Come out on Top
(Mckinsey2007)
• The only way to improve outcomes is to improve teaching and learning
• In order to improve teaching and learning schools need to find a way of changing what goes on in the classroom
PISA performance in 2006 was below OECD average and, in general, rest of UK
Wales’ Performance in OECD PISA 2006
• better learning outcomes and wellbeing for all children and young people regardless of their socio economic background;
• reducing the variation in learning outcomes within and between classrooms, schools and local authorities
What do we want to achieve?
Changing professional practice
To establish strong professional learning communities in schools where practitioners can develop and share their professional knowledge on learning and teaching
SEF page 10
How?
Professional Learning Communities within, between and across Schools (SEF, 2008)
Why?
The evidence is clear. PLCs, well implemented, produce learning results for students...in schools and in networks of schools or whole local authorities who use PLCs across their schools.
Fullan (2010)
PLCs Non Negotiables
• Focus on Learning and Learner Outcomes
• Use of evidence, data, current research – enquiry driven
• Professional Empowerment, Accountability and Change
PLCs
• Are configured around a shared understanding of the needs or issues of a group of pupils through analysis of data / evidence
• Are integral to School Self Evaluation• Focus staff CPD on activities that lead to
improved outcomes• Include all members of staff directly involved with
teaching and learning• Continually use evidence to refine practice
PLC Development Programme
• Day 1 PLCs Evidence, Overview and Impact; Facilitating a PLC
• Day 2- Going Deeper- Managing Change through PLCs- Working with data and the PLC model.
- Interim- establishing/refocusing PLC, securing a focus, initial enquiry and development.
• Day 3 –Facilitation Day- Feedback on PLC work to date, forward planning.
Involving Learners in PLCs
Progress to date
• 1600 schools
• 22 Districts
• ESTYN Inspectorate
Challenges
• Political Climate• Scaling up • District variability• Focusing on the right things• Sustainability
Professional Learning Communities in Action
Alma Harris&
Michelle Jones
