RSA#1: Online Professional Learning Community

Article Link:
http://web.ebscohost.com.cucproxy.cuchicago.edu/ehost/detail?sid=71c31b49-5004-4138-bd68-d935460dee99%40sessionmgr110&vid=1&hid=124&bdata=JkF1dGhUeXBlPWNvb2tpZSxpcCxjcGlkJmN1c3RpZD1zODQxOTIzOSZzaXRlPWVob3N0LWxpdmU%3d#db=aph&AN=83341512 

            Linder, Post, and Calabrese (2012) outline the essential components for a successful application of DuFour’s model of “Professional Learning Communities” (PLC). Throughout the article/study they state that PLCs must be “site-based, ongoing, collaborative professional development” (p. 13). Each author worked with different group of teachers to establish a PLC within three schools with each a different focus. Success of the their case study was due to time given to devote towards their profession development, appropriate guidance by each facilitator, numerous resources for guidance, and the commitment of the participants to read, meet and follow-up on responsibilities. The success and impact of PLCs can allow “teachers to feel a sense of camaraderie with colleagues, connection to their schools, and ownership for the content of the workshops” (p. 15). In conjunction, the other provided article by DuFour (2011) discusses the impact of having everyone involved. In order to for PLCs to be effective it is essential for participation for all different groups within a school community. In order to support PLCs in an educational environment, schools must “embed professional collaboration in the routine practice of the school” and ensure that school structure is designed for collaboration (p. 58). It has been found necessary for schools to include everyone in collaboration, to not allow “opt-out” options, provide a set structure, set time, and support from administrators to teachers.

            In an article, Hughes-Hassel, Brasfield and Dupree (2012), it discusses the value and effectiveness of involving school librarians. As technology and education continue to develop, it is important to involve all members of a school but also to look at school librarians as more as “information specialists, staff developer, teacher and collaborator, critical friend, leader, researcher, learner and student advocate” (p. 31). The authors outlined an example of each category and effect from different schools as how they used their librarian. However, the involvement and effectiveness of librarians varied based on school environments and structure.  The inclusion of the librarians helped to form connections for both teachers and students.  In some schools, librarians were seen as partners in the learning process and assisted with the switch to Common Core.  “This benefits the students, and builds stronger teacher and school librarian partnerships, thus strengthening the prospect for future collaboration (p.33).  However, in some schools, scheduling conflicts and responsibilities hindered the process of establishing well-developed PLCs.   However, the authors acknowledged, “many of the obstacles can be overcome through persistent, assertive, and confident advocacy with district and school-based administrators, teachers, and parents” (p. 37).  They also stated that in many cases the librarians should assert themselves into the various roles of a PLC.  The authors suggested that one way to begin the process would be by partnering with one teacher and model collaboration (p. 33).  In conclusion, they found that, “school librarians can and are performing a variety of roles as members of PLCs” (p. 37).

              These articles were interesting when comparing them to some of the current environments. Although some schools allot time for PLCs, they don’t always have full staff involvement (some “opt-out”) with no consequences.  Some schools offer collaborative opportunities, but not always full school support and follow through.  In addition, schools don’t always have those taking initiatives to become involved in various forms.  After evaluation of the articles, school environments have holes and steps that are missing and need to be filled successfully to effectively establish PLCs that positivity effect student learning and teacher collaboration.  One specifically would be collaboration and involvement of librarian, but also additional leadership from administration. Unfortunately, many view them as their own entity and not apart of their community.  Librarians need to become more assertive and become more involved within each grade level.  They need to create and seek colleagues with ideas to establish the communication and to begin to form DuFour’s model of a Professional Learning Community.

DuFour, R. (2011). Work together but only if you want to. Kappan, 92(5), 57-61.

Hughes-Hassell, S., Brasfield, A., & Dupree, D. (2012). Making the Most of Professional Learning Communities. Knowledge Quest, 41(2), 30-37. Retrieved from http://web.ebscohost.com.cucproxy.cuchicago.edu/ehost/detail?sid=71c31b49-5004-4138-bd68-d935460dee99@sessionmgr110&vid=1&hid=124&bdata=JkF1dGhUeXBlPWNvb2tpZSxpcCxjcGlkJmN1c3RpZD1zODQxOTIzOSZzaXRlPWVob3N0LWxpdmU=

Linder, R., Post, G., & Calabrese, K. (2012). Professional learning communities: Practices for Successful Implementation. The Delta Kappa Gamma Bulletin, (Spring), 13-22.