RSA #3 Factors that Promote Progression in Schools Functioning as Professional Learning Community

http://eric.ed.gov/?q=Professional+Learning+Communities&pr=on&ft=on&id=EJ990980


       LeClerc, Moreau, DuMouchel and Sallafranque-St-Louis (2012) evaluates six elementary schools to find the factors that influence the progression of schools working as a PLC. These six schools have adopted DuFour's (2004) model of a Professional Learning Community and LeClerc, Moreau, DuMouchel and Sallafranque-St-Louis wanted to dig deeper to find out how student progression and various PLC factors linked together. They found that many factors influenced student growth, however, focused on the main four; time, support and follow-up, encouragement and involvement of teachers in the decision making process. 
    During this study the authors identified three stages of progression of schools working as a PLC. The first stage was the initiation stage where the day-to-day operations do not reflect the vision or priorities of the school. In this stage, teachers are not collaboration or sharing, there are conflicts among peers and the principal is the key decision maker. Second, there is the implementation stage. At this stage, the vision is clear and shared, collaboration is promoted, the principal shares the power and data is being used to measure the effectiveness of interventions. The final stage is the integration stage, this includes factors from the second stage but adds on that collaboration is not only promoted but encouraged and well-supported, the principal encourages leadership abilities and teachers consider collaborative meetings as a powerful tool to enhance instruction and students growth. (LeClerc, Moreau, DuMouchel and Sallafranque-St-Louis 2012)
  The level of implementation does not only affect student progress but staff development, as well. Teachers within the integration stage will find engaging options for teacher development. This brings us to our topic of professional development in a PLC, educators will share their expertise amongst one another. This may be teachers observing other teachers, discussions with colleagues or taking a PD course through another institution. Bringing teachers to work together and learn from one another creates a certain capacity to establish sustainable changes; only this way can a school continue to improve. (LeClerc, Moreau, DuMouchel and Sallafranque-St-Louis 2012) 
     DuFour (2004) states that a group of staff members who are determined to work together will find a way. This aligns with stage 3's final idea of teachers using meetings as a powerful tool to achieve student success. With education, the relationship between teachers and other school professionals is a key element affecting student learning. (LeClerc, Moreau, DuMouchel and Sallafranque-St-Louis 2012) For a school working as a PLC it is important to remember that different stages of PLC implementation will affect student outcomes, however, once schools have reached that final stage than student achievement and growth are within reach.
      


LeClern, M., Moreau, A., DuMouchel, C., Sallafranque-St-Louis, F. (2012).  Factors that Promote Progression in Schools Functioning as Professional Learning Community. International Journal of Education Policy and Leadership,7(7), 1-14. 

DuFour, R. (2004). What Is a "Professional Learning Community"? Educational Leadership, 61(8), 6-11.