RSA2- Walking the Talk: Tools for Continuous Improvement in a Professional Development School

http://20.132.48.254/PDFS/EJ915880.pdf

Our current module looks at the challenges that PLCs can face along with how to develop a culture within a PLC.  Developing PLCs within a school is not easy. “Real change is real hard.” (DuFour, DuFour, Eaker & Many 248).  There are many shifts that need to take place, as our text outlines.  Shifts in thinking as well as planning and doing need to occur; teachers have to learn to work within a group to develop common lessons and assessments as opposed to working in isolation to develop curriculum.  As seen in successful PLCs, more individuals are needed to take on leadership roles, so shared leadership is a common practice.  Flexibility needs to occur, leaders need to stay true to goals and purpose, whereas group members need to work together and show flexibility in execution.  In order to be successful and to create a positive climate, staff involved need to show sustainability in focus, work ethic, energy and leadership. 

The article Walking the Talk: Tools for Continuous Improvement in a Professional Development School (Ballock 2010) describes ways in which groups like PLCs can be supported and can best develop and grow.  Using the steps outlined in this article can give PLCs the ability to identify strengths and weaknesses, set goals, and record progress towards the achievement of specific goals.  The first step involves using “self-assessment tools to reflect on strengths and areas for growth” (Ballock 49).  The end result of this stage is for a professional development group to write one or more goals based on areas to improve as well as where the group agrees it would like to go.  The second step incorporates accountability and progress monitoring.  All group members clarify goals, decide what the end product should look like, and discuss how everyone will stay focused and how the group will collect data.  Finally, during the last stage group members share progress, celebrate success and plan for the future.

Our current topic of study relates to this online article in many ways.  Goal setting holds a major part in each resource.  Setting attainable and realistic goals as well as using data and focusing on outcomes are discussed in each.  Sustaining efforts and making sure all members of a group are on the same page are also present and reported as very important steps in group success.

References

Ballock, E. (2010). Walking the Talk: Tools for Continuous Improvement in a Professional Development School. School-University Partnerships, 4(1), 47-55.

DuFour, R., DuFour, R., Eaker, R., Many, T. (2010). Learning by doing: A handbook for

professional learning communities at work (2nd ed.). Bloomington, IN: Solution Tree

Press.