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Teachers describe PLC model, culture audit and March pilot to board
Summary
A school PLC Guiding Coalition told the board it learned collaborative practices at a national conference, reported staff culture-audit results showing largely isolated teacher practice, and proposed a March 4 pilot to model Professional Learning Community work across grades K–12.
Four district staff who attended a PLC (Professional Learning Community) conference summarized key practices and a culture audit and asked the board to support a March pilot of PLC collaboration time.
"PLC is professional work. It's getting together in teams and talking about individual students," said Travis Valeo, a high-school social-studies teacher and coach, describing the conference's emphasis on team-based review of student learning. Tabitha Renfro, the district literacy specialist, told the board the coalition conducted a culture audit on Feb. 5 and used staff responses to identify that many teachers currently work in isolation rather than in collaborative teams.
Presenters outlined three PLC priorities — focus on learning, collaborative culture and results orientation — and recommended modeling the PLC process in a March 4 half-day to demonstrate team routines, collect formative data and assign teams to test instructional interventions through April 1. They said the goal is to develop essential standards, common formative assessments and a K–12 scope-and-sequence so teams can share strategies and interventions.
