Ubiquitously
propagated, trendy 'vehicle' that can take our schools to the infinity of
continuous improvement is PLC (Professional Learning Community). PLC is
innovation and it only work well if specific strategies are applied; otherwise
it is in danger of becoming meaningless. Having studied some of the literature
on PLC I realised that I encountered some elements of such community for the
first time when I started working in the private school in Astana. In this blog
I would like to share some of my observations about PLC.
In a
newly opened school, it was vital to develop a strong community of teachers and
assistants, local and international professionals that would eventually become
PLC. The research literature highlights the importance of leadership in this process and suggests that a principal serves a
role of ‘the gatekeeper to change’ (Hord & Sommers, 2008, p.46). I remember
our principal would often approach us and ask about general well-being or
consult on the progress of a particular child. Whenever he saw a teacher or an
assistant was struggling with completing any task, he would never stay
indifferent and offer his hand even if it included cleaning up the tables, shoving of the snow,
bringing the chairs and etc. The door to his study was always opened and anyone
could just pop in with any issues. Conversely, when I was visiting mainstream
schools for my thesis research, I have noticed that it might generally take up
to two hours before being invited to the principal’s room.
Another important
component of PLC is collaboration with
other professionals. PLC culture is not ‘a top- down, mandated –decisions
culture, but a highly cooperative and collaborative setting’ (Hord &
Sommers, 2008, p.48 ). Unlike Kazakhstani local schools, teachers not just
listen to the principals, but discuss and define school goals and find some
strategies to meet them. When I first participated in the meeting on creation
of new assessment criteria for the whole school, my first thoughts were: ‘What
a waste of time! Why not just to discuss with senior members and consequently
inform us on the decision? ’. However, later on I realized some value in the
process of collaboration. Firstly, it was a great opportunity to inform foreign
colleagues on the culture of assessment in Kazakhstan, so that some problems could
be foreseen and dealt with properly. Secondly, the knowledge gained from my
colleagues allowed me to explain the changes to parents in a more confident and
informed manner.
Shared vision and values is a paramount feature of the
learning community. PLC consistently work towards the enhancement of students
learning (Hord & Sommers, 2008). Whenever,
a student faced a problem in any area, a head teacher instructed teacher
assistant to have extra lesson or additional support. Thanks to such approach I
have learnt how to teach phonics, work with special needs children and
subsequently was delegated to teach some of the lessons. The common goal of learning
was also promoted by constantly displaying students’ work around the school and
publishing names of the best student of the week in the school newspaper.
Children were encouraged to collect points for completing certain tasks and exchange
it for a certificate to spend in the book store.
Reference
Thank you Vika, for recalling this topic. As far as I remember, I did not meet PLC in my professional life or professional lives of my friends, who works in schools. And this new trend (well, new is actually for me) can help to teachers on their continuous professional development. I think mainstream schools of Kazakhstan mostrly suffer, as they have less opportunities to create PLC in their schools. There are number of challenges that educators should solve, and only then this PLC can be implemented in the every school of our country. They are, overloading of teachers, low level of shared decision making, lack of resources, infrastructure and human capital, state policy regulations, resistance to change, low level of conversational skills and so on so on... However, there is an optimistic variant occurs - The one, The wise leader, The chosen (smile). I do believe that with smart leader these issues can be solved. But what is your opinion? Do you think mainstream schools can borrow such experiment?
ReplyDeleteAs i remember from our course, the core idea of PLC is commitment. This is exactly what is missing in our mainstream school. Vika, in your case the main facilitator is the school principal (or school top leadership), i mean even one person can change or influence the school culture. In "our schools" the principals are predominantly over 50 year old women, who resist changes or reluctant to change, whose main concern is to show on paper that their school is doing well. I think any of mainstream schools in our country has a chance to develop PLCs if the school leadership allows.
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