From:
http://thejournal.com/articles/2011/01/19/shutting-up-the-naysayers-in-your-plc-5-questions-with-rem-jackson.aspx
This is a great article about how to effectively initiate PLC's in a school faculty community, that helps focus on student learning. A good point to make since many times PLC's start to help the faculty. Read the quote below:
THE Journal: Schools and districts seem overrun with seemingly arbitrary policies that can affect teacher performance, morale, and productivity. How can a PLC help address that component of the environment?
Jackson: Ironically, my previous comment answers that. In fact, I think too many PLC programs focus too much on teachers and teacher feelings and morale. But it's fascinating when you see teachers transition from a focus on teacher needs to student results. You start to see the cream rising to the top.
[In] PLCs that focus totally on looking at student assessment results and on strategizing how to help students meet the assessment targets, all the other stuff becomes less important. The true professional teachers step up and want to make sure their students make progress. They also start to see how this laser beam focus makes their instructional practice more efficient and gratifying. Some teachers will focus on making excuses, blaming policies, and complaining about expectations, but that only happens when the PLCs are organized in a way that enables that kind of behavior. It all goes back to developing a culture focused purely on student results.
http://thejournal.com/articles/2011/01/19/shutting-up-the-naysayers-in-your-plc-5-questions-with-rem-jackson.aspx
This is a great article about how to effectively initiate PLC's in a school faculty community, that helps focus on student learning. A good point to make since many times PLC's start to help the faculty. Read the quote below:
THE Journal: Schools and districts seem overrun with seemingly arbitrary policies that can affect teacher performance, morale, and productivity. How can a PLC help address that component of the environment?
Jackson: Ironically, my previous comment answers that. In fact, I think too many PLC programs focus too much on teachers and teacher feelings and morale. But it's fascinating when you see teachers transition from a focus on teacher needs to student results. You start to see the cream rising to the top.
[In] PLCs that focus totally on looking at student assessment results and on strategizing how to help students meet the assessment targets, all the other stuff becomes less important. The true professional teachers step up and want to make sure their students make progress. They also start to see how this laser beam focus makes their instructional practice more efficient and gratifying. Some teachers will focus on making excuses, blaming policies, and complaining about expectations, but that only happens when the PLCs are organized in a way that enables that kind of behavior. It all goes back to developing a culture focused purely on student results.
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