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1
PLCs

• What does Professional Learning Communities look
  like in
• Covina-Valley USD?

2
What Are PLCs

• An ongoing process through which teachers and
  administrators work collaboratively to seek and
  share learning and to act on their learning,
  their goal being to enhance their effectiveness
  as professionals for students benefit (Hord,
  1997)
• A school culture that recognizes a capitalizes
  on the collective strengths and talents of the
  staff (Protheroe, 2008)
• Team members who regularly collaborate toward
  continued improvement in meeting learning needs
  through a shared curricular-focused vision
  (Reichstetter, 2006)
• What makes a PLC difficult to define is that it
  is not a prescription, a new program, a model, or
  an innovation to be implemented. Rather, a PLC
  is an infrastructure or way of working together
  that results in continuous school improvement
  (Hord, 1997).

3
CUEA Contract

• 7.7 Faculty Meetings
• 7.7.1 Administration shall collaborate with site
  leadership when developing the topics
• for faculty meetings, collaborative meetings,
  and professional development. At
• the request of the Association, the District
  agrees to meet and confer with the
• Association where there are concerns at a
  particular school about excessive meetings.
• 7.7.2 Professional Development involving an
  entire school staff will be included as a
• part of regular staff meetings whenever
  practicable.

4
Attributes of a TEAM

• Share a Common Goal
• Work Together Interdependently
• Mutual Accountability for Results

5
Professional Learning Community Rubric
6
When Developing PLCs, Ask yourself These
Questions

• How does this fit and/or meet our mission, vision
  and goals as a school?
• (ultimately LCAP)
• How does this meet the learning needs of our
  students?

7
What Can we Do to keep our TEAM accountable?

• Can we develop agendas for PLCs?
• Can we require feedback (notes, lessons, etc.)?
• Can we require a specific meeting place?
• What do we do when teachers dont comply?
• Establishing protocol and norms will help not
  only the process, but an understanding of
  expectations for both teachers and administrators.