PLCs push problem solving

I just finished participating in my first #OHedchat on the topic of PLC’s. For some time I have been concerned with the direction PLC’s are taking in my building wondering if the tact being taken is the right one. Having read the thoughts of others in the chat it’s pretty clear the way we are headed is the wrong one.

I am not an expert on Professional Learning Communities but firmly believe that they exist for educators to come together to learn about topics important to us and solve building problems.  If teachers come together for a meeting placed on a calendar then it is just that, a meeting and meetings do not share the same characteristic function as does a PLC.  PLC’s are meant to allow free exploration of education topics key to the practice and transformation of teachers. PLC’s allow choice as the method by which to learn vs. being told what to learn.

PLC’s embody Learnership.  Learnership is the idea that educators at any level combine leadership, pedagogy and technology in a way that leads to deeper learning by the student and teacher.  A PLC is all teachers but they must be willing to participate in the learning process showing each other how to lead learning and be a learner in the process.  If a PLC were a meeting then there is one person who sets the agenda and directs the outcome,  however in Learnership everyone has the opportunity to lead and learn as a learner.

PLC’s are meant to extend and deepen teacher learning on a variety of topics that are not tied to a meeting.  Where I work this is the case and there is little learning going on so teachers are left with an inaccurate idea of a true PLC.

How do PLC’s run in your school or district?