Professional Learning Communities. The parties will continue to work together to strengthen the professional learning communi- ties for job-alike groups within MCAAP. The parties will identify opportunities to improve the Professional Learning Communities (PLCs) to ensure that they are addressing known concerns or issues and identifying opportunities for improvement that support student achievement.
Professional Learning Communities. A Improving the academic performance of students is continuous job- embedded learning for teachers in a collaborative structure or a Professional Learning Community (PLC). Teachers will participate in PLCs and develop an interdependent culture focused on learning, collaboration and results. These collaborative teams also will use data, professional experience and best practice to ensure the success of all students.
Professional Learning Communities. By October 1, 2010, the parties agree to establish a ten (10) member joint Professional Learning Community (PLC) steering committee consisting of equal numbers to be chosen by each side. Schools shall select a model for incorporating PLC time into their schedules from a list approved by the PLC steering committee. The models will include paid and unpaid options: one (1) model may include the use of one of four (4) weekly planning periods on LRC time in elementary schools and one of five (5) such periods in secondary schools. Schools may also request approval by the steering committee of their own option for scheduling PLCs. The model selected shall be determined by a majority vote of the faculty. PLCs shall meet not more than twice monthly (September through May). Additional PLC meetings shall be voluntary.
Professional Learning Communities. 22-1: PLC consists of collaborative work in processes of collective inquiry and action research, using shared data to achieve better results for the students. PLCs operate under the assumption that the key to improved learning for students is continuous job-embedded learning for the team.
Professional Learning Communities. For the purpose of implementing a Professional Learning Community (PLC) type model, the Administration and the Association agree that:
Professional Learning Communities. 21.1 The La Mesa-Spring Valley Teachers Association and the School District are committed to excellence and Professional Learning Communities (PLC) as a means of continuous improvement. The dedication of every employee will allow us to ensure high levels of learning for each and every student. To maintain this effort, we jointly agree that the development of PLCs is the right work in which to be engaged. To ensure the proper and sustained development of this continued improvement, we agree to implement and support the following: ● Districtwide modified day (currently Tuesday) ● Professional learning on modified days as delineated in 21.2 below ● Professional learning on the concepts and practices of PLCs ● Support and assistance for the development of PLCs to support and assist development of Pyramid Response to Intervention (PRtI), which separates learning communities from traditional schools. This requires staff to work together to design and implement a multi-tiered intervention system, creating a schedule that ensures students will receive extra time and support for learning in a timely, directive, and systematic way. ● District and site celebrations of success
Professional Learning Communities. Time will be regularly scheduled for teachers to participate in Professional Learning Communities (“PLCs”). PLCs will have the following structure:
A. There will be 34 designated meeting times per school year, to be held on Wednesday mornings. PLCs at all levels will start at the beginning of the regular teacher day and last for 40 minutes.
B. PLCs at each building will be directed by a Leadership Team consisting of four (4) PLC/School Improvement Chairs (teachers) and the building principal. The Leadership Team will be responsible for both PLCs and School Improvement.
C. Leadership Team members will have two (2) year terms. Beginning with the 2009/10 school year, two Leadership Team members will rotate each year. Current Leadership Team members (as listed in XXII, B) are responsible to nominate future team members.
D. Leadership Team members will each be paid a stipend of $500 per school year payable in June. Leadership Team members will also each receive one (1) compensatory day per school year to be applied for and used in accordance with the guidelines in Article VII, D regarding compensatory time. Days are not cumulative.
E. One PLC meeting per month will be used for building administration at the direction of the building principal. There will be no required staff meetings outside of the regular teacher day.
F. Teachers shall have relief periods in accordance with Article V, C. However, Expressive Arts teachers will have at least four (4) five-minute relief periods in between classes on PLC days.
Professional Learning Communities. The University agrees to reimburse up to $1,500 per academic year in costs incurred by the GEU to operate a professional learning community which addresses issues concerning cultural sensitivity, race, privilege, and/or power imbalances that may arise in undergraduate instruction conducted by Employees at the University. To obtain reimbursement, the GEU must submit receipts or other proofs of payment to the Graduate School not later than May 15 of any given year for the preceding academic year. The reimbursement request must also include the number of attendees, the roles held at the University by those attendees, and an overview of subjects covered. Any request for reimbursement must also comply with the MSU Manual of Business Procedures and other applicable University rules and policies. The GEU may submit a request to the Graduate School for the use of classroom space and, if available, the professional learning community shall be permitted to use the classroom space at no charge. The professional learning community must meet the following criteria:
1. Participants, attendees and speakers must be informed in advance that the professional learning community is sponsored by the Union and not the University;
2. Participants, attendees and speakers must be informed in advance that faculty teaching a class retain the ability to direct TAs and others working on the class on all matters pertaining to instruction of that class, regardless of information shared within the professional learning community;
3. The professional learning community shall have no role in the determination of content of a class, and
4. The professional learning community may not be used to promote any political issue or candidate, to promote union membership, or to interfere with, restrain, or coerce employees in the exercise of their rights guaranteed in section 9 of the Michigan Public Employment Relations Act.
Professional Learning Communities. During the negotiations process of 2016, the Polaris Education Association identified the manner in which Professional Learning Communities (PLCs) are currently operating as a significant issue that was of importance to its members. There was a lengthy discussion surrounding this issue, which included discussion about the original intent of PLCs versus how they are currently operating.
Professional Learning Communities. 29 The District and Association have a common interest in creating/developing PLCs in our District as an 30 important way to improve student learning for all students. "Professional Learning Community" 31 ("PLC") is a collaborative team process based on participants reaching consensus on their missions, 32 values, norms, and goals. Collaborative discussions around shared-goals, shared decision-making and 33 shared-responsibility are foundational. In a PLC, staff work collaboratively in recurring cycles of 34 collective inquiry and action research in order to develop high quality curriculum, instruction, 35 interventions, and assessments with the goal of improved student learning. 36 37 The process of successfully developing and implementing PLCs requires commitment to resources 38 such as time and training as well as a commitment to reflective practice and an action/results 39 orientation. PLCs plan and conduct their learning/work to address the following questions: 40
41 a. What do we expect all students to learn? 42 b. How will we know if and when they’ve learned it?
