11-9 PROFESSIONAL LEARNING COMMUNITIES
Pueblo School District 60 Professional Learning Community (PLC) is a learning organization committed to a collaborative culture that utilizes data, inquiry, open and reflective dialogue, research-based practices, and measurable actions. The sole purpose of our collective efforts is to expand the capacity and knowledge of educators to continuously improve student learning and achievement. The parties recognize the need to establish open communication and collaboration to promote both student learning and continual teacher growth. The success of a professional learning community is embedded in collaborative design utilizing researched-based strategies through open, risk free communication and reflective dialogue. Professional Learning Communities (PLCs) are collaborative planning and collegial relationships which focus on essential and significant student learning, promoting depth of knowledge, encouraging experimentation with research-based best practices, and flexibility grounded in standards that guide day-to-day instruction.
11-9-1 Each school will provide opportunities for teachers to collaborate in Professional Learning Communities that are separate from the individual plan time outlined in Section 11-4 and other MOUs.
11-9-2 Each school will promote teacher-led collaboration in PLCs.
11-9-3 PLCs are led through shared vision and values using basic structures and realistic protocols to promote active, productive problem-solving, around improving student learning.
11-9-4 PLCs will allow for systematic training/mentoring and implementation for all members of the learning community with understanding that individuals will require different levels and time to acquire and implement existing or new skills/knowledge.
11-9-5 Schools will be accountable for implementing and maintaining PLC process.
11-9-6 Each school will collaboratively establish their professional learning community’s mission, vision, values, and goals.
11-9-7 PLC work can include, but is not limited to, 5 step teaching/learning cycle, data analysis, literature review as action research, best practice research and review, and professional development.
11-9-8 Staff will have access to the information, training, and parameters (available time/resources) they need to make well informed decisions, and empower individuals/teams to act using research based best practices.
11-9-9 To achieve the purposes and goals developed by the schools as outlined in Section 11-9, time assigned for PLCs is to be preserved for teachers to work collaboratively toward those ends.
11-9-10 PLC time should not be rescheduled for teachers to work with students, except for emergencies or other special circumstances which are not regularly recurring.
Pueblo School District 60 Professional Learning Community (PLC) is a learning organization committed to a collaborative culture that utilizes data, inquiry, open and reflective dialogue, research-based practices, and measurable actions. The sole purpose of our collective efforts is to expand the capacity and knowledge of educators to continuously improve student learning and achievement. The parties recognize the need to establish open communication and collaboration to promote both student learning and continual teacher growth. The success of a professional learning community is embedded in collaborative design utilizing researched-based strategies through open, risk free communication and reflective dialogue. Professional Learning Communities (PLCs) are collaborative planning and collegial relationships which focus on essential and significant student learning, promoting depth of knowledge, encouraging experimentation with research-based best practices, and flexibility grounded in standards that guide day-to-day instruction.
11-9-1 Each school will provide opportunities for teachers to collaborate in Professional Learning Communities that are separate from the individual plan time outlined in Section 11-4 and other MOUs.
11-9-2 Each school will promote teacher-led collaboration in PLCs.
11-9-3 PLCs are led through shared vision and values using basic structures and realistic protocols to promote active, productive problem-solving, around improving student learning.
11-9-4 PLCs will allow for systematic training/mentoring and implementation for all members of the learning community with understanding that individuals will require different levels and time to acquire and implement existing or new skills/knowledge.
11-9-5 Schools will be accountable for implementing and maintaining PLC process.
11-9-6 Each school will collaboratively establish their professional learning community’s mission, vision, values, and goals.
11-9-7 PLC work can include, but is not limited to, 5 step teaching/learning cycle, data analysis, literature review as action research, best practice research and review, and professional development.
11-9-8 Staff will have access to the information, training, and parameters (available time/resources) they need to make well informed decisions, and empower individuals/teams to act using research based best practices.
11-9-9 To achieve the purposes and goals developed by the schools as outlined in Section 11-9, time assigned for PLCs is to be preserved for teachers to work collaboratively toward those ends.
11-9-10 PLC time should not be rescheduled for teachers to work with students, except for emergencies or other special circumstances which are not regularly recurring.