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PLC strategies

1. Reflective Dialogue

- critical friends grps (peer evaluation)

- book clubs – share knowledge

- study grp - share knowledge

- Short conversation

2. DE privatisation of practice

- Learning walk (outdoor atvt)

- Peer coaching (MKO)

- Lesson study (LP)

- Teacher sharing sessions (LP)

- discovery learning (sentence hunt)

4. Collabaration

- horizontal and vertical team – discussion

- mentoring (chat w/ the students, know student better)

- interdisciplinary units and projects (work as one : project)

- problem solving grp (HOTS)

- Game, role play, group work

5. Norm and shared Values

- guiding principle (classroom rules, notice board, duty roster, cleanliness, desk)

- value atvt (diff situations abt moral values such as : Be honest, Kind and caring,
discipline are given, stds act out)

- common rituals and strategies to instil moral values (atvt such as the model std,
the best result std, full attendance std)
PLC Activities
book studies,

looking at student work,

learning walks,

lesson studies, and

developing consistent expectations

2.0 Teaching Activities Based on Professional Learning Community (PLC) strategies

2.1 Reflective Dialogue

Teacher capacity building in mentoring reflective dialogue with the goal of

fostering a professional culture towards teacher-led professional excellence (Ministry of
Education, 2014a). Being an avenue where teachers come together to engage in professional
dialogues, the PLC provides the opportunity for teacher-led articulation of professional
culture. With the aim of establishing a research agenda for teacher-led professionalism, we
propose a framework informed by Phase 1. Phase 2 of the research trajectory addresses
gaps in professional development. This proposed research trajectory is illustrated in Figure
1. Phase 3 will examine gaps related to the growth of a teacher-led professional identity and
culture, which will be elaborated in the next section.

2.2 DE-privatisation of practice

3.0 Conclusion

PLC - “The most promising strategy for sustained, substantive school

improvement is developing the ability of school personnel to function as
professional learning communities.” -Richard DuFour

In a nutshell, PLCs entail whole-staff involvement in a process of intensive

reflection upon instructional practices and desired student benchmarks, as well
as monitoring of outcomes to ensure success. PLCs enable teachers to
continually learn from one another via shared visioning and planning, as well as
in-depth critical examination of what does and doesn’t work to enhance student

Professional learning communities and collaborative structures like these provide a

mechanism for teachers, principals, and other staff to make the improvement of
student learning a priority.


The implementation of effective PLCs depends on engaging teachers in ongoing

conversations about teaching and learning that are directly related to their daily work with
students. For that to happen, district and school leaders must provide support and feedback
and cultivate an atmosphere of trust, the conditions in which PLCs can thrive. When
educators foster these professional learning environments, teachers can act on the guidance
that fellow teachers provide to solve significant issues faced by educators and as a

4.0 References

V. Buysse, K.L. Sparkman, P.W. WesleyCommunities of practice: Connecting

what we know with what we do. Exceptional Children, 69 (3) (2003),
pp. 263-277