In this 10-week module, participants will:
- Define the characteristics of equity-driven professional learning communities that are focused on improving access and outcomes for all students;
- Critically read practitioner, theoretical, and empirical literature pertaining to teachers’ professional learning communities;
- Discuss how and why professionals collaborate, tensions that may arise, and what strategies can be used to enhance collegial and congenial interactions;
- Understand the vital role of teacher-leaders in sustaining authentic professional learning communities;
- Apply research findings to individual contexts by crafting an action plan for improvement.
- This module can be structured as a series of in-person meetings (conveniently located at your district), a fully-online course, or a blended learning experience with online coursework and on-site support.
- Interactive and engaging learning activities.
- Research-based articles and chapters for discussion.
- Personalized feedback on each participant’s progress and action plan.
- Up to 25 participants may enroll in the module
- 30 clock hours are available for full participation in the module (partial clock hours available upon request)
- Timing of the module is flexible and can be modified to suit district's needs
“[This module] provided me with opportunities to transfer what I learned about using protocols, establishing norms and a clear vision in order to lift the level of PLC work at my schools.” – Keira Anderson, Mukilteo School District
“[I’ve learned] the importance of collegial relationships in order for meaningful work to get done.” – Teacher Participant from Meridian & Lynden School Districts, 2015