A Slideshow on Public Learning Community (PLC)
In reflecting on the feedback I received from my colleagues regarding my mission statement and Nearpod presentation, I recognize the significance of collaboration and collective growth. Each contribution deepened my understanding of the core values essential for establishing an effective professional learning community (PLC) and nurturing a supportive educational environment.
Mrs. Chadwick suggested enhancing my mission statement with the phrase, “which leads to a strong student/teacher relationship, when both are invested in their success.” This addition resonated with me as it underscores the foundational role of relationships in fostering academic growth. Research indicates that positive student-teacher relationships significantly influence student engagement and academic success (Roorda et al., 2017). By prioritizing these relationships, we cultivate a culture where students feel valued and motivated to excel.
Mrs. Oulton’s recommendation to highlight data-driven practices in the mission statement was equally insightful. Emphasizing data enables educators to identify trends, address gaps, and celebrate growth. Effective data analysis is a cornerstone of student-centered PLCs, ensuring that decisions are tailored to individual needs (DuFour et al., 2016). Her input has strengthened my commitment to integrating data analysis into our PLC processes and presenting these expectations clearly to the staff during training sessions.
My mentor, Mrs. Linker, emphasized the necessity of maintaining a student-centered focus in PLC meetings. This approach guarantees that every discussion and strategy prioritizes student growth. Her advice aligns closely with my vision of PLCs as collaborative spaces devoted to meeting the diverse needs of students. I plan to incorporate her perspective into future training, utilizing my presentation to establish clear expectations for maintaining a student-first approach in all PLC activities.
The collective feedback I received has been invaluable. Mrs. Oulton’s observation that my presentation would benefit new teachers affirmed my aim to use this tool as a foundational resource for onboarding. Additionally, the Nearpod evaluation tool will now incorporate these insights, ensuring that staff expectations are clear and consistent. I will continue to use Nearpod to gather needed collaboration to create a campus that thrives.
This experience has highlighted the importance of collaboration in my professional growth. The diverse perspectives of my colleagues have enriched my understanding of effective PLC practices and reinforced my commitment to prioritizing relationships, data, and student-centered approaches. Moving forward, I will continue to seek and value feedback, using it to refine my leadership practices and support the growth of our educational community.
References
DuFour, R., DuFour, R., Eaker, R., Many, T., & Mattos, M. (2016). Learning by doing: A handbook for Professional Learning Communities at Work™. Solution Tree Press.
Roorda, D. L., Koomen, H. M. Y., Spilt, J. L., & Oort, F. J. (2017). The influence of affective teacher-student relationships on students’ school engagement and achievement: A meta-analytic approach. Review of Educational Research, 81(4), 493-529.https://doi.org/10.3102/0034654311421793
Dana DeVandry