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Had a colleague ask me recently what the difference was between PLC+ and PLC at Work.
The answer: Not much.
Need proof?
Here is an example.
The answer: Not much.
Need proof?
Here is an example.
Doug Fisher on PLC+ (2019): "One of the additions to the PLC+ framework is you, the teacher. You are important and your learning is important. Your ability to influence student achievement is profound and your team's ability to influence achievement is even more profound."
Fisher (contd): "We want to build a collective efficacy, providing teams of teachers tools that they can use to figure out what students still need to learn and what they will do to ensure that every kid learns at a high level."
DuFour and Eaker (1998): "Learning suggests ongoing action and perpetual curiosity. In Chinese, the term 'learning' is represented by two characters: the first means 'to study' and the second means 'to practice constantly.'
DuFour and Eaker (contd): "A school that operates as a professional learning community recognizes that its members must engage in ongoing study and constant practice that characterize an organization committed to continuous improvement."
DuFour (2004): "Collaborative conversations call on team members to make public what has traditionally been private—goals, strategies, materials, pacing, questions, concerns, and results."
DuFour (2004 contd): "These discussions give every teacher someone to turn to and talk to, and they are explicitly structured to improve the classroom practice of teachers—individually and collectively."
Moral of the story: Collective teacher efficacy has ALWAYS been a part of the PLC at Work process in buildings who are getting it right.
It's NOT, as Fisher argues while introducing the PLC+ framework, "an addition."
It's NOT, as Fisher argues while introducing the PLC+ framework, "an addition."
Does that make PLC+ evil?
Of course not.
Any framework that emphasizes the collective know-how and power of classroom teachers is a good thing.
Of course not.
Any framework that emphasizes the collective know-how and power of classroom teachers is a good thing.
But please don't go chasing shiny objects.
If your school is well-grounded in PLC at Work concepts, you are already providing teachers with the tools needed to study their practice.
That's what we do.
And that's what we've done as members of PLCs for over 20+ years now.
If your school is well-grounded in PLC at Work concepts, you are already providing teachers with the tools needed to study their practice.
That's what we do.
And that's what we've done as members of PLCs for over 20+ years now.
