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Whole-Child Education » Professional Learning Community (PLC) Information

Professional Learning Community (PLC) Information

Purpose of the Professional Learning Community (PLC)

“The most promising strategy for sustained, substantive school improvement is developing the ability of school personnel to function as professional learning communities” (DuFour & Eaker, 1998). PLCs provide educators an avenue to collaborate regarding student learning and effective instructional strategies. The three concepts of the PLC include clarifying what each student will learn and how educators will ensure the learning, building a collaborative culture because the work cannot be completed in isolation, and using various forms of data to monitor student learning and respond to the learning in effective methods. Collaboration is the key of the PLC, “the power of teachers is enhanced when teacher work collaboratively in highly effective teams” (Eaker, 2016).

PLC discussions are guided by the four critical questions:

1. What is it we expect our students to learn?
    • Clarifying and adding meaning to standards
    • What the benchmark, if met, would look like in student work
    • Common scoring, learning targets, pacing 
2. How will we know when they have learned it?
    • Collaborative development and the use of common formative assessments
    • Quick checks for understanding
3. How will we respond when some students do not learn?
    • Differentiated instruction,
    • MTSS/TST Problem-Solving
4. How will we respond when some students already know it?
    • Enrichment

Problem Solving (MTSS) Teams


Team Purpose

Team Members

Teacher Teams/PLC

(Tier 1 and 2) 

Frequency: These Meetings Typically Occur Weekly

The team has five main functions:

  1. Clearly define Mississippi College- and Career-Readiness Standards for the students served/supported by the team. 
  2. Provide Tier 1 instruction
  3. Assess student learning and effectiveness of instruction
  4. Analyze data to identify students in need of additional support
  5. Take lead responsibility for Tier 2 interventions
  • Course/grade level teams
  • Department teams
  • Interdisciplinary teams

Teacher Support Team (TST- Tier 3)

Frequency: These Meetings Typically Occur Weekly

Primary function is to analyze various forms of data to determine how to best meet the needs of students requiring Tier 3 interventions.

  • Determine students’ academic/behavioral needs
  • Diagnose causes of struggles in Tier 1 and 2
  • Determine appropriate intervention
  • Monitor student progress
  • Revise intervention as needed
  • Determine appropriate next steps for students
  • SIS
  • Behavior Contact/ Counselor(s)
  • Social worker
  • Administrator
  • Gen. Ed Teachers
  • SPED (if applicable)
  • School nurse (if needed)
  • EL (if applicable)
  • Parent (must be invited)