PLC Process

  • All teachers in Spring Lake Park Schools participate in a PLC Team on a weekly basis at a minimum. This time is embedded within the context of the school day, and involves teachers implementing job-embedded professional learning processes focused on improving student learning through the process outlined below. As members of a PLC Team focus on each of the key questions, they also ask: What do we need to know and be able to do so we are able to collectively clarify student expectations, assess progress, design effective learning experiences, and respond to student needs effectively?   

    The embedded professional learning processes implemented by PLC Teams may include, but are not limited to, any or all of the following: setting SMART goals, developing common assessments, examining student work, and lesson study. School principals and school LETs will identify the work of PLC Teams throughout the building, and align their work with school-wide goals identified through the continuous improvement planning process.

PLC process
  • Purpose: To focus on reviewing and responding to the leading indicators, resulting in achievement of the annual leverage goal.

    1. Report on priorities and commitments (5 minutes)

    • Each member reports on their prior week’s commitments.

    2. Review leading indicators: Learn from progress or lack of progress (10 minutes)

    • Small Outcomes
      • 􀁳􀀁 What was the small outcome to be mastered?
      • 􀁳􀀁 In reviewing the small outcome, what were our students’ learning strengths?Learning challenges?
      • 􀁳􀀁 Which students mastered the small outcome measure and need enrichment?
      • 􀁳􀀁 Which students did not master the small outcome measure? Of these students, what are the common mistakes or misconceptions?
      • 􀁳􀀁 What are the 1-2 student learning needs, challenges, or issues, if we successfully resolved, that would result in students demonstrating mastery of the small outcomes?
    • Leveraged Behaviors
      • 􀁳􀀁 Did we meet our leveraged behavior target? Are we getting better, staying the same, getting worse?
      • 􀁳􀀁 If there is a lack of progress with leveraged behaviors, what are the 1-2 adult learning needs, if successfully resolved, that would result in achievement of leading indicators?

    3. Design and plan response (20 minutes)

    • Identify design question(s) to address the student learning challenges or issues, or adult learning needs, that you identified above: How might we…?
    • Small Outcomes
      • 􀁳􀀁 Group students by similar needs or misconceptions, and design the “what” and “how” of the instructional response.
      • 􀁳􀀁 Establish how you will determine effectiveness of instructional response.
    • Leveraged Behaviors
      • 􀀁 Is anyone on the PLC effectively implementing the leveraged behavior? What are they doing?
      • 􀁳􀀁 Do you need support from a CIIC?
      • 􀁳􀀁 Design specific actions to be taken by each member of the PLC

    4. Commitments (5 minutes)

    • Each PLC member commit to actions they will take in the next week to support progress towards leading indicators

    (Adapted from McChesney, C., Covey, S., & Huling, J. (2012). The 4 disciplines of execution. New York: Free Press.)