Take a moment to reflect on what it takes to plan a lesson- a unit with bell work, scaffolding, differentiation, assessments, intervention then REPEAT. Educators know firsthand about this ongoing process of teaching.
But have you ever considered how this ongoing process could be less daunting?
Answer: PLC-Professional Learning Community
Think about it. You with your colleagues meeting to support one another, to share ideas and to discuss what is working and what is not working in your classroom.
While attending the PLC At Work Summit in Phoenix, Az, many researchers and other pioneers in education endorse improving schools through PLCs, and with good reason: PLCs save precious planning time, thanks to the power of collaboration that leads to better teachers.
The hard part is changing our mindset about letting go of some control. A PLC encourages us to become interdependent on one another to ensure that ALL students learn at high levels. As we swap best practices and work to reach students in new ways, we make commitments to continuous personal improvement which leads to continuous learning for ALL students.
As a team, we decide collectively what students must learn, how we know when each student has learned it, and what kind of intervention and support we will provide for students who are not learning the material. You don’t have to make all of these decisions alone.
Gone are the days of working in isolation, when asking for help branded a teacher as the weakest link. Instead, we find common ground, sharing ideas and teaching strategies, and working together to give our students the best education possible.
I challenge each teacher at Lewisburg Middle to not see this as just “the next big thing” or “something else from central office”, but see it as a continuous opportunity to become better at this science of teaching.
Wendy Sharp – 8th Grade ELA