1. PLCs, New Wine in Old Bottles?
FSDOE-VVOB partnership
CPD for SMDGs/CMs
Sasolburg, May 12, 2015

2. Objectives
• Where do we want to go?
– What are PLCs (and what not)?
– Policy on PLCs
– Research on PLCs
• Where are we now?
– Reflection on PLCs
– Operational PLCs

3. In Short
Introduction to the WHY, WHAT and HOW of PLCs
Professional Working Groups
Cluster meetings
Subject Committees

4. Policy Framework: ISPFTED (2011-2025)
• Act. 3.3: Establish PLCs to strengthen teacher professionalism
– Teachers take responsibility for their own
professional development.
– Variety of modes and study are available
to the teacher, including learning with peers
in PLCs.
– integrate professional knowledge with
the latest research-based knowledge
– In the initial stages PLCs will require substantial
external input through well-trained facilitators.
these facilitators must assist teachers to take
control of their own development within
a manageable timeframe.

5. Hurricane Metaphor for Education Reform
“ In classrooms both change and continuity unfold in regular,
undisturbed patterns. The trend, regardless of what new
structures policymakers design, is small alterations over time in
stable teaching practices.”
Prof. L.Cuban, 2010
http://larrycuban.wordpress.com/2010/09/07/are-school-reforms-more-like-a-pendulum-or-a-hurricane

6. What are PLCs?

7. What are PLCs?
What are characteristics of PLCs?
What is needed for effective PLCs?

8. Origin of PLCs
• Anthropology (COPs)
– Social character of learning
– Importance of context in learning
– Experiences & reflection
• Management literature (PLCs)
– Learning Organisation
– Knowledge Creating Organisation

9. Core Elements of PLCs
1. Mutual trust and respect
2. Support challenge and constructive critique
3. Shared vision and focus on learning
4. Collaborative and reflective enquiry
5. Inclusive membership
6. Leadership
7. Collective responsibility for student learning
8. Coherent, responsive change in practice
9. Regularity
10. Systematic, rigorous enquiry into practice

10. PLCs and Subject Committees

11. Why PLCs?: Donuts
• Statements:
– Basically, PLCs are meetings where teachers discuss how the
curriculum needs to be taught
– The role of circuit managers is to support principals in running
well functioning PLCs of teachers within their schools

12. Why PLCs?
PLCs are more than meetings
– Sharing resources over tea
– Fixed agenda
– Top-down

13. “…you cannot force a plant to grow by pulling its leaves…
what you can do is create the infrastructure in which it can
prosper.”
- Etienne Wenger, 1999
Growing PLCs

14. Why PLCs?
• Positive effects on:
– Bridging the gap between theory and practice
– Creating spaces for addressing practical issues
– Connecting pedagogical practice with subject content knowledge
– Student learning
– Teacher motivation
– Teacher retention & absenteeism
– School culture

15. What happens in a PLC?
– Lesson study (incl. lesson plan analysis and micro-teaching)
– Error (item) analysis (e.g. ANA questions)
– Presentation and discussion of research findings
– Video analysis of lesson (fragments)
– Discussing strategies for class management
– Joined development of teaching resources (e.g. handbook,
presentation…)
– Action research

16. Stages in PLC Development
Access &
Motivation
Socialisation
Information
Exchange
Knowledge
Construction
Developmen
t (Reflection)

17. Group Formation & Leadership Styles
Adapted from Tuckman, 1965

18. HEIs
Subject
Organisations
Roles
UnionsSACE
Circuit
managersPrincipal
DBE
DTDCs
PEDs
Teachers

19. Clarification of Roles
DTDC staff Subject Advisors SMGD/ CMs
 To advocate PLCs via SACE
CPTD Management system
 To support PLCs with
resources and expertise on
e.g. facilitation skills, video
analysis, the use of ICT etc.
 To function as a hub for
exchanging PLC practices
within the district.
 Encourage (outside) trainers
to use PLCs as a follow up to
all professional development
delivered at or by the DTDC.
 To provide annual progress
reports of implementation of
PLCs to the provincial level.
 To develop synergies between
PLCs and district subject
committees
 To motivate and encourage
teachers to start and continue
PLCs.
 To facilitate PLCs (especially in
a start-up phase) and then
gradually capacitate PLC
members to take full ownership.
 Use PLCs as a follow up
strategy for all CPD.
 Actively bring teachers together.
 Exchange ideas and act as a
link between PLCs, between
PLC and experts.
 Bring in subject expertise.
 Identify needs with teachers that
could lead to the establishment
of PLCs.
 Monitor existing PLCs (together
with PLC participants) and liaise
the information to the DTDC.
 Motivate and encourage
principals to form PLCs for
principals.
 To encourage principals to
support PLCs of teachers (as
follow up of IQMS).
 Encourage (outside) trainers to
use PLCs as a follow up to all
professional development
delivered at or by the DTDC.
 Monitor the implementation and
impact of PLCs.

20. Role of the School Principal
• Motivating teachers
• Guide establishment of PLCs
• Monitor functioning of PLCs
• Reward well functioning PLCs
• Support PLCs by resource allocation, logistics and
timetabling
• Facilitate sharing among PLCs
• Participate in PLC of principals

21. Leadership
Transformational
Instructional
ReflectiveIntentional
Distributed
21
Leadership Styles in a PLC

22. Questions to ask when starting a PLC
• Where do we want to go?
• Who is working with us?
• What do we want to achieve as soon as possible and what can wait?
• What do we need to invest?
• What skills do we need to develop before starting?
• How will we monitor our progress?
• How will we communicate our progress to others?
• Who will be the facilitator and what are his/ her tasks?

23. Questions to ask when starting a PLC
• How will we make decisions?
• How will we encourage participation?
• How and when will we know if we have achieved our objectives?
• What do we expect from each member?
• Does the project have the support of all stakeholders?
• When and how frequently do we meet?
• Is there support for scheduling ongoing meetings?
(Gather-Thurler, 2000; Koffi et al., 2000)

25. Questions and Answers
Should PLCs replace workshops and trainings
outside the school?
NO

26. Questions and Answers
Should participation in PLCs be made compulsory?
NO

27. Questions and Answers
Are PLCs only for new teachers?
NO

28. Questions and Answers
Can PLCs take place at district level?
YES

29. Questions and Answers
Are PLCs grade and subject bound?
NO

30. • Members of PLCs should come together at least once a
month
No, but…

31. Concluding
What are you taking away from this activity?