Improving Instructional Strategies And Student Growth Will Foster A Stronger Plc

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All teachers should be willing to become a part of the PLC and have a willingness to openly share practices and data. Sharing of practices and data must be more than just friendly and collegial. A fully integrated collaborative approach in regards to changing instructional strategies and student growth will foster a stronger PLC (Reynolds, 2008). Implementations of PLC require administrators to be observant of factors. Reynolds (2008) says that developing PLC norms can lead to focusing on the process instead, instead of focusing on the content based, and instructionally focused discussion. It is imperative that principals and fellow administrators define leadership roles and work to develop them. Educators should strive to collect, analyze and present thorough evidence. The data should be used to build and strengthen PLC’s by addressing the needs and strengths of the existing program. Furthermore, equity in instructional practices can be addressed through the use of such data. Continued research must be performed once the PLC has been developed to address areas that are not equally served. Educators should not be spending a lot time alone during this process; this will lead to an ineffective PLC. Collaboration occurs only after each person involved has time to reflect and make use of the PLC (Reynolds, 2008). Already, there is not enough time for educators to share what they are learning with each other. Instead the time is spent on discussing the PLC as a whole.

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