Professional Learning Communities (PLCs)
A Professional Learning Community (PLC) is an ongoing process in which educators work collaboratively in recurring cycles of collective inquiry and action research to achieve better results for the students they serve (DuFour, 2016).
PLC Function and Responsibilities - In addition to outlining the function and responsibilities of PLCs, this document includes information about membership, tiers supported, meeting frequency, protocols and data-based decision making tools.
PLC Process Resources
The following protocols and resources are based on the research of DuFour et. al in the book Learning by Doing (2016). While engaging in DuFour’s four questions is expected for all PLCs, the following resources are optional tools. Schools may use their own forms that contain the four key questions.
Agendas (choose one):
PLC Agenda A (Google Sheets) - This spreadsheet guides PLCs through the four questions and keeps the notes from the year all in one place.
PLC Agenda A (Google Doc) - This document guides PLCs through the four questions and keeps notes from one unit on each document.
PLC Agenda B (Google Sheets) - This spreadsheet guides PLCs through the four questions and keeps the notes from the year all in one place.
PLC Agenda B (Google Doc) - This document guides PLCs through the four questions and keeps notes from one unit on each document.
Notes-At-A-Glance (choose one):
PLC Notes-at-a-Glance (Google Sheets) - This spreadsheet includes a tab for each PLC to share brief notes about their work with colleagues and building leaders, all in one place.
PLC Notes-at-a-Glance (Google Doc) - This document includes space for three PLCs to share brief notes about their work with colleagues and building leaders.
PLC Self-Assessment Rubric - This document can be used by teams to reflect on their practice.
PLC Observation Rubric - This document can be used by an observer to give the team feedback. The rubric itself is the same as the PLC Self-Assessment Rubric, and there is space provided for feedback.
Team Analysis of Common Assessment (TACA) Worksheet - This can be used while engaging with Question 2.
PLC Implementation Card - This document gives an overview of the process.
Distance Learning PLC Guidance
If there is ever a time when collaboration is vital, it's during distance learning! This is new to us all! While it is ideal to have all of our students with us in classrooms, we may move in and out of distance learning this year. During this time we would like to continue to be mindful that this is still an unusual experience, not just our students, but for our families and staff as well.
Our recommendations remain similar to last spring:
- Keep PLC schedules in place: 90 minutes weekly.
- Utilize one of the above agendas to keep the conversation focused on planning for learning.
- Working together to create lessons might be more helpful now than ever before. While there isn't a place for the 'how' on the agenda (it isn't included in the four questions), it may still be valuable to collaborate around instructional strategies.
- Providing feedback is less fluid virtually than it is in person; consider taking time to discuss the various ways that your team will provide regular feedback to students.
- Reach out to specialists and other support staff for help with planning and implementation of Tier II and III interventions.
The MTSS Department is committed to being responsive to each of you. If there is any way we can support, please reach out directly to your MTSS TOSA.
Literacy Decision Rules
The documents linked below were created by OTL and provide guidance to school teams for using data such as universal screeners to identify and match students to Tier II & III literacy interventions.
- K-5 Literacy Assessment Decision Rules 2020-2021 School Year
- 6-8 Literacy/Language Arts Decision Rules 2020-2021 School Year
- 9-12 Literacy/Language Arts Decision Rules 2019-2020 School Year
Math Decision Rules
The documents linked below were created by OTL and provide guidance to school teams for using data such as universal screeners to identify and match students to Tier II & III math interventions.