PLC structures were developed with the focus of ensuring that students learn. However, keeping student learning at the forefront requires that we also recognize the vital role that you play in the equation of teaching and learning. This means that PLCs must take on two additional challenges: maximizing your individual expertise, while harnessing the power of the collaborative expertise you can develop with your peers. It is critical that we go beyond the examination of student learning and examine teacher learning as well. In this next generation of PLCs, Douglas Fisher and Nancy Frey have put teacher learning at the forefront of the framework.
The PLC+ professional learning service has been designed to develop teachers in having agency over their learning in a teaming format, and anchored in actions that are presented in the companion PLC+ Playbook. The intentionality of this work is to highlight the TEACHER and provide a structure and tools for them to own their learning through a collective process with colleagues and facilitate learning structures that develop students who will experience success.
PLC+ is based on five essential questions and four key values.