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
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
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
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.