RSA1: It Can Be Done, It's Being Done, and Here's How

RSA1: It Can Be Done, It's Being Done, and Here's How
submitted by: Lisa Kokos

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            One of the components of an effective Professional Learning Community is having time for collaboration.  I feel this is very important.  If we want to see students achieve, we need to be able to give the teachers time to work together to find solutions.  According to the book, Learning by Doing, Richard DuFour, Rebecca DuFour, Robert Eaker, and Thomas Many (2010), “Reciprocal accountability demands that leaders who ask educators to work in collaborative teams provide those educators with time to meet during their contractual day.” (p. 124).  Having common prep times allow teachers to meet and collaborate. This also makes a convenient time for a person from the district, such as a technology or curriculum facilitator, to work with the team of teachers. This is one of my roles in my current position.

            What makes a high-poverty, high-minority school successful?  This question was answered in the article I read, It Can Be Done, It’s Being Done, and Here’s How.(2009) After spending years visiting schools, Chenoweth concluded, “that they succeed where other schools fail because they ruthlessly organize themselves around one thing: helping students learn a great deal.” (p. 38-43). In order for teachers to have the right kind of conversations on how to help students, look at data, and make good decision, they need to be given time to work together.  Schools need to be creative with their scheduling to allow for collaboration.

            Having a well developed PLC in schools can have a powerful impact on student achievement.  School leaders and teachers need to work together to make this happen.  Both the article and textbook support this process.  Having set times for teachers to work together is critical.  If administrators want the PLC process to work well in their buildings, then they need to help develop and support a schedule that allows time for teachers to work together.

References

DuFour, D., DuFour, R., Eaker, R., & Many, T. (2010). Learning by doing: A handbook for professional learning communities at work. (2nd ed.). Bloomington: Solution Tree Press.

Chenoweth, K. (2009). It Can Be Done, It’s Being Done, and Here’s How. Phi Delta Kappan, 91(1), 38-43.