DATA-DRIVEN PLCS
Using Data to Support Student Learning
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Professional Learning Communities (PLCs) allow for ongoing "processes in which educators work collaboratively in recurring cycles of collective inquiry and action research to achieve better results for the students they serve" (DuFour et al., 2016, p. 10).
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"PLCs operate under the assumption that the key to improved learning for students in continuous job-ebbeded learning for educators" (DuFour et al., 2016, p. 10).
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PLCs allow educators to focus on three big ideas:
1. A collaborative culture
2. A results orientation
3. A focus on learning
CREATING A PROFESSIONAL LEARNING COMMUNITY AT WORK: FOUNDATIONAL CONCEPTS AND PRACTICES
ABOUT THIS PROFESSIONAL LEARNING MODULE
This professional learning module was designed using the text
Learning by Doing: A Handbook for Professional Learning Communities at Work
by DuFour, DuFour, Eaker, Many, and Mattos (2016).
The creators of this professional learning module, Desirae Ball, Camey Whitt, and Jodi Witherspoon, were students in the Gardner-Webb University doctoral program in Curriculum and Instruction.
"Schools will not know whether or not all students are learning unless educators are hungry for evidence that students are acquiring the knowledge, skills, and dispositions deemed most essential to their success."
DuFour, DuFour, and Eaker, 2008
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