Are PLCs making a difference?

While research states that it takes at least two years to see measurable improvement after the start of a new initiative, the overall perception of LPS educators is, Yes!  Teachers and principals report that PLC meetings have given them the time they needed to really have the important conversations about how to help each child improve.

What follows are a few comments from teachers across the district regarding how PLCs are directly impacting their own classroom instruction:

• “Early in the year, data examined in a PLC session revealed the need for two accelerated math classes in the fourth grade.”
• “We had the chance to meet with preschool teachers to provide a seamless transition for students from pre-K to kindergarten.”
• “The consistency across classrooms created through the PLC time was greatly beneficial for those students who see our literacy specialist for extra reading support.”
• “We no longer look at grades as just a number.  We look at grades to check for understanding and to adjust our teaching.”
• “In second grade, we developed a common, ‘kid friendly’ writing rubric that proved to be very successful.”
• We worked to become ‘crystal clear’ about our reading curriculum and what students should know and be able to do at each grade level.”
• “We discussed and compared students’ mid-year writing data and shared writing strategies with each other.”
• “Seventh grade social studies teachers developed four common assessments that required students to think conceptually about the causes and effects of historical events.”
• “We know that research indicates that one of the strongest factors in the improvement of student achievement is the time given to teachers to work together in this way.  Thank you for making this possible for us!”