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P2: F3: PLC's

Priority 2: Focus 3: - Professional Learning Communities

Priority 2: Strategic Leadership (SL)

Focus 3: Leadership Development & Learning (3.SL)

Goal 1: Transition professional learning and evaluation to a collaborative model centered on professional learning communities (PLCs).

 

Strategies People Responsible Budget
  • Establish, implement, and support PLCs at every school site.
  • Redesign professional learning to be aligned with the PLC process
  • Implement a district-wide system of collaborative walkthroughs
  • Align educator evaluation systems with PLC priorities.
  • Building Administrators
  • Professional Development Committee
  • PLC Team Leaders / Instructional Coaches
  • Assistant Superintendent / Curriculum Team
  • Teachers

2212, 2213, 2214, 2291, 2411

 

Action Steps Evaluation Evaluation Date

Define PLC roles, norms, and outcomes; publish expectations and provide master schedule time for collaboration.

APPROACHING

UNMARKED

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Train administrators, guiding coalitions, and staff on PLC processes through workshops, modeling, and ongoing support.

APPROACHING

UNMARKED

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Update the district PD plan to include PLC-focused sessions, lesson studies, and peer coaching opportunities.

APPROACHING

UNMARKED

Monthly

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Develop and roll out a walkthrough tool; schedule quarterly walkthrough cycles with debrief meetings.

APPROACHING

UNMARKED

1st & 2nd Quarter

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Develop and roll out a walkthrough tool; schedule quarterly walkthrough cycles with debrief meetings.

APPROACHING

UNMARKED

1st & 2nd Quarter

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Supporting Data:

  • Walkthrough Form
  • PLC Team Agendas
  • PLC Professional Learning

Performance Measures:

  • Percent of teachers participating in weekly PLCs, with agendas and student-focused work documented.
  • Published PD plan reflects PLC goals, with teacher feedback confirming relevance to practice.
  • Walkthrough data and debrief notes collected quarterly highlight instructional trends and strategies.
  • School improvement plans and evaluation tools revised to reflect PLC priorities and instructional growth.
  • Administrator coaching logs and teacher evaluation ratings show growth in collaboration and data-informed instruction.

Fidelity Measures:

  • Walkthrough and observation evidence show PLC practices embedded in daily instruction.
  • Teacher and administrator surveys reflect stronger collaboration, support, and clarity of PLC expectations.
  • PD follow-up confirms strategies from training are implemented in classrooms.
  • Evaluation conferences document PLC reflections and evidence of collaborative practice.
  • Leadership teams consistently apply PLC-aligned processes in planning, coaching, and feedback.

Reflections:

BOY: Last year, administrators gained access to Global PD and began learning how to effectively lead Professional Learning Communities (PLCs). We hosted a district-wide speaker who focused on developing norms and common formative assessments (CFAs), and as a district team, we collaborated to establish our own set of norms. Global PD access was expanded to include guided coalition teams, and groups of administrators and teachers attended the PLC Conference. Administrators also formed new PLC groups to deepen their understanding and application of PLC concepts. During the first quarter, we developed an academic vocabulary rubric and accompanying form. In the second quarter, we created an effective questioning rubric and form.