The «New» Foundations of Teacher Education – A Reader – Revised edition
Edited By Eleanor Blair
16. Professional Learning Communities: A Bandwagon, an Idea Worth Considering or Our Best Hope for High Levels of Learning?
| 152 →
Professional Learning Communities
A Bandwagon, an Idea Worth Considering or Our Best Hope for High Levels of Learning?
It should surprise no one that there are faculties throughout North America that refer to themselves as professional learning communities (PLCs) yet do none of the things that PLCs do. Conversely, there are faculties that could serve as model PLCs that may never reference the term. A school does not become a PLC by enrolling in a program, renaming existing practices, taking the PLC pledge, or learning the secret PLC handshake. A school becomes a professional learning community only when the educators within it align their practices with PLC concepts. Therefore, any valid assessment of the impact of PLC concepts on a school or the compatibility of those concepts with the middle school model would first need to determine if PLC practices were actually in place in the school. Only then would it be possible to determine the impact of those practices on the learning of both students and adults.
The May 2006 issue of the Middle School Journal included the article “Learning Communities in 6–8 Middle Schools: Natural Complements or Another Bandwagon in the Parade” (Patterson & co-contributors, 2006). The authors based the article on interviews and surveys of the staff members of two middle schools that considered themselves to be in the very early stages of implementing professional learning community...
You are not authenticated to view the full text of this chapter or article.
This site requires a subscription or purchase to access the full text of books or journals.
Do you have any questions? Contact us.Or login to access all content.