I have questions about what I feel is the restrictive nature of PLCs. Instead of time for collaboration, teachers must fill out forms of D/F studnets and list strategies for turning it around for the students. Current PLC models put the onus on the teachers, not the students, but teachers are not given credit for being able to work collaboratively and must instead have a structure imposed upon us. I would love to see more teachers involved in peer observations, for one thing! I think we could gain a lot more from each other by seeing different styles, different delivery methods, and new ways of engaging students. I think peer observations could fall under the category of "mini" PLCs and would provide a depth to our conversations that is currently lacking. Has anyone else tried this? Do you have other twists on the PLC model that you could send this way? Thanks!
1. If we are supposed to "reculture" our schools how can PLC's accomplish this?
2. If the aim of PLC is to facilitate dialogue and awareness between teachers why are we constantly completing paperwork and talking about common assessments? Shouldn't there be real collaboration between teachers?
BNeil, I also have sensed a gap in what PLC leaders are trying to accomplish and the actual mechanics of the plan. While the desired goal may be to increase communication, collaboration, and accountability, the reality is that the paperwork has become too cumbersome, to the point of losing sight of more worthy goals! I suggest we take smaller steps, like sharing lesson plans, talking about them with other teachers, observing one another, and following through with "exit slips" from the students. That will increase collaboration and discourse, while determining to what extent students were engaged. This may be a lot more like Japanese Lesson Study than PLC developers dreamed about, but there's no reason why teachers couldn't take ownership of the design of how a PLC should work for them!
With regard to PLCs...I love the idea of teachers getting together supporting and sharing with each other in their common endeavor. But I too feel the limitations of the PLC model. For one, personality and philosophy can be a huge factor. I may not get along or agree at all with my PLC mate. What then? It doesn't matter if we're just filling out paperwork, but if we honestly have to do the hard work PLCs are supposed to do, it may be problematic to say the least.
The idea of "mini observations" is great. Maybe if your schools has a PLC or Gifted Specialist who could step in to your classroom for a day occasionally, this could facilitate some time for doing peer observations and adding some life to your PLC.
But I was struck by Fullan and Hargreaves's "What's Worth Fighting For in Your School" when they described administrators, in an effort to create a collaborative culture, prop up "contrived collegiality" instead (p. 58). This, of course, rarely works. PLC are not organic, democratic, passionate "People's Organizations" as Alinsky would suggest. They are instead contrived, undemocratic, and in my experiences, ineffective. The "real collaboration" bneil asks for could only come from a People's Organization.
Philip Green ("The Last Best Hope") cites that having a common cause, such as wanting to restructure PLCs, is a short-lived basis for establishing a coalition. Instead, people must band together for true change who have an underlying philosophical sameness, one in which they can truly picture themselves in anothers' position and therefore speak from the heart about their issues.
How do these people find each other? In PLC conversation is one way, by questioning, engaging in dialogue, and playing Point-Counterpoint. By seeking common ground on several fronts, a few nuggets may be distilled to serve as a foundation.
New Question: Our school has seen a tremendous shift in suspension rates since instituting PLCs. The suspensions among White students has been halved, while suspensions among Black students has doubled. This may be entirely unrelated to PLCs, but has ANY other school seen such dramatic shifts in suspension rates?
Wow! Has anyone at the school looked into this?? What about the parents of these students that are facing increased suspension? Why do you think the white students have seen this decline? Don't you think this would be a great issue for the PLCs to take up???
I have questions about what I feel is the restrictive nature of PLCs. Instead of time for collaboration, teachers must fill out forms of D/F studnets and list strategies for turning it around for the students. Current PLC models put the onus on the teachers, not the students, but teachers are not given credit for being able to work collaboratively and must instead have a structure imposed upon us. I would love to see more teachers involved in peer observations, for one thing! I think we could gain a lot more from each other by seeing different styles, different delivery methods, and new ways of engaging students. I think peer observations could fall under the category of "mini" PLCs and would provide a depth to our conversations that is currently lacking.
ReplyDeleteHas anyone else tried this? Do you have other twists on the PLC model that you could send this way? Thanks!
1. If we are supposed to "reculture" our schools how can PLC's accomplish this?
ReplyDelete2. If the aim of PLC is to facilitate dialogue and awareness between teachers why are we constantly completing paperwork and talking about common assessments? Shouldn't there be real collaboration between teachers?
BNeil, I also have sensed a gap in what PLC leaders are trying to accomplish and the actual mechanics of the plan. While the desired goal may be to increase communication, collaboration, and accountability, the reality is that the paperwork has become too cumbersome, to the point of losing sight of more worthy goals! I suggest we take smaller steps, like sharing lesson plans, talking about them with other teachers, observing one another, and following through with "exit slips" from the students. That will increase collaboration and discourse, while determining to what extent students were engaged. This may be a lot more like Japanese Lesson Study than PLC developers dreamed about, but there's no reason why teachers couldn't take ownership of the design of how a PLC should work for them!
ReplyDeleteWith regard to PLCs...I love the idea of teachers getting together supporting and sharing with each other in their common endeavor. But I too feel the limitations of the PLC model. For one, personality and philosophy can be a huge factor. I may not get along or agree at all with my PLC mate. What then? It doesn't matter if we're just filling out paperwork, but if we honestly have to do the hard work PLCs are supposed to do, it may be problematic to say the least.
ReplyDeleteThe idea of "mini observations" is great. Maybe if your schools has a PLC or Gifted Specialist who could step in to your classroom for a day occasionally, this could facilitate some time for doing peer observations and adding some life to your PLC.
But I was struck by Fullan and Hargreaves's "What's Worth Fighting For in Your School" when they described administrators, in an effort to create a collaborative culture, prop up "contrived collegiality" instead (p. 58). This, of course, rarely works. PLC are not organic, democratic, passionate "People's Organizations" as Alinsky would suggest. They are instead contrived, undemocratic, and in my experiences, ineffective. The "real collaboration" bneil asks for could only come from a People's Organization.
Philip Green ("The Last Best Hope") cites that having a common cause, such as wanting to restructure PLCs, is a short-lived basis for establishing a coalition. Instead, people must band together for true change who have an underlying philosophical sameness, one in which they can truly picture themselves in anothers' position and therefore speak from the heart about their issues.
ReplyDeleteHow do these people find each other? In PLC conversation is one way, by questioning, engaging in dialogue, and playing Point-Counterpoint. By seeking common ground on several fronts, a few nuggets may be distilled to serve as a foundation.
New Question: Our school has seen a tremendous shift in suspension rates since instituting PLCs. The suspensions among White students has been halved, while suspensions among Black students has doubled. This may be entirely unrelated to PLCs, but has ANY other school seen such dramatic shifts in suspension rates?
ReplyDeleteWow! Has anyone at the school looked into this?? What about the parents of these students that are facing increased suspension? Why do you think the white students have seen this decline? Don't you think this would be a great issue for the PLCs to take up???
ReplyDelete