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Professional Learning Communities

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.

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Professional Learning Communities

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  1. Professional Learning Communities ICSEI 2011

  2. Starting Point(Whelan, 2009) Few School Systems perform well or improve over time

  3. So Much Reform, So Little Change(Payne, 2008) We continue to see attempts to improve systems in ways that are manifestly unlikely to work

  4. ‘Failed’ Improvement(Harris and Chrispeels, 2008) Implementation underestimated Too fast Imposed (from the top or outside) Insufficient capacity building

  5. 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

  6. PISA performance in 2006 was below OECD average and, in general, rest of UK Wales’ Performance in OECD PISA 2006

  7. 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?

  8. 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?

  9. Professional Learning Communities within, between and across Schools (SEF, 2008)

  10. 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)

  11. PLCs Non Negotiables • Focus on Learning and Learner Outcomes • Use of evidence, data, current research – enquiry driven • Professional Empowerment, Accountability and Change

  12. 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

  13. 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.

  14. Involving Learners in PLCs

  15. Progress to date 1600 schools 22 Districts ESTYN Inspectorate

  16. Challenges Political Climate Scaling up District variability Focusing on the right things Sustainability

  17. http://www.almaharris.co.uk Loqui tv.com

  18. Professional Learning Communities in Action Alma Harris & Michelle Jones

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