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Guidelines for successfully reorganizing time

The wise use of time for teacher learning depends on many variables. Below are some guidelines for using time to support teachers’ PLC’s. We’ve also provided specific tools for mentors and beginning teachers to use to assess the learning they engage in through their PLC’s.

Guideline #1: Focus on learning and learners.
Although contexts vary, effective PLC’s focus on student learning and well-being. This focus should drive the selection of content, processes and assessments. Don't be distracted by peripheral issues that waste time and divert energy.

Guideline #2: Engage in rigorous self-analysis.
To keep student achievement in focus, teachers and schools need to examine school and classroom data on an ongoing basis. Educators must have the courage to ask tough questions and develop honest answers. Analyzing and using data collaboratively to develop effective teaching strategies should be at the center of the work teachers engage in through their PLC’s.

Guideline #3: Continually evaluate progress.
Continuously evaluating the learning and effects of PLC’s is important. To do this, teachers and schools need to set goals and identify ways to measure whether and how PLC’s help teachers attain them. Collecting data at regular intervals will help teachers make informed decisions about their teaching practices.

See also Starting and sustaining the work, Mentor study groups and Beginning teacher study groups.