Research on educators’ professional learning communities (PLCs) suggest that while they often help teachers to make sense of student performance data, they tend to spend relatively little time studying what teachers actually do in the classroom. Evidence suggests that, given modest amounts of guidance and support, PLCs can collect useful data on teacher practice, and team members can identify specific, actionable ways in which to improve instruction.
Get full access to this article
View all access options for this article.
References
1.
BrennemanR. (2016). Researchers say U.S. schools could learn from other countries on teacher professional development. Education Week, 35 (19).
2.
DuFourR. (2015). How PLCs do data right. Educational Leadership, 73 (3), 23–26.
3.
DuFourR.EakerR.DuFourR. (2005). On common ground: The power of professional learning communities. Bloomington, IN: Solution Tree Press.
4.
Graff-ErmelingG.ErmelingB.A.GallimoreR. (2015). Words matter: Unpack the language of teaching to create shared understanding. JSD, 36 (6).
