Successful Plcs

Giangreco et al., (2011) suggests that teachers and paraeducators should attempt joint trainings. For example, if an Individual Education Plan (IEP) team has a decided to use PECS as a communication system the teachers and paraeducator should both be trained on the program. Training as a team allows for all members to have the same knowledge of the activity or strategies being

Once the team’s vision had been established, we became very honest about our personal and professional strengths and our target areas of growth. From this conversation, the team was able to clearly define the focus and responsibilities of the PLC Leader and individual team members. The meeting was successful and everyone is excited about working together. Our vision will remain in the forefront of our meetings, reminding us to always provide a climate in our classrooms that fosters thoughtful and respectful consideration of all viewpoints.

The gearing ratio seems to be immensely high. This could be due their major savings. It seems that they are buying their own shares back perhaps in order to save up for projects like reorganisations or investments. It has decreased by half from 2010 to 2011 probably because they reduced their non-current liabilities. High gearing is supposed to be risky and also results in paying higher interests.

Case Study of Boots Plc Boots Plc have various kinds of stakeholders in their business who do various kinds of jobs suitable for which group there are in. Like any other Plc their stakeholders at least have a say in the business depending their role. E.g. shareholders have a bigger say than the employees who have very little say in the business. Boots Plc have the following external stakeholders in their businesses that play different roles between them are: - Ø Pressure Groups

BES feels like they have the perfect setup for Professional Learning Communities because they have the right number of teachers for each grade level. Burge said: “this makes our school unique, because no other school in the district has four teachers for each grade. Most elementary schools have one, maybe two classes per grade. Blanding Elementary school is the largest primary school in the district, no other school in the district has four teachers per grade level, which according to Burge is an ideal number for effective PLC’s. Grade level teachers met every week, at a set time for 50 minutes, and discuss students, common assessments, and analyze their own teaching methods in order to improve. The school feels like they have done really well, but there is always room to improve. Burge attributes schoolwide growth and success to PLC work: “Some of the teams are really awesome, and some still struggle, but they are working hard, and they are working together, which breeds success (March 9, 2017).” The principal has spent time training the PLC’s to ensure focus and

PLCs are an ongoing process in which educators work collaboratively in recurring cycles of collective inquiry and action research to achieve better results for the students they serve (DuFour, DuFour, Eaker, & Many, 2006). The PLCs should be crafted around the idea of cultivating a sense of shared responsibility between all stakeholders.

Roberts, S. & Pruitt, E. (2003). Schools as Professional Learning Communities: Collaborative Activities and Strategies for Professional Development. Thousand Oaks, CA: Corwin Press.

Professional development is the systematic and comprehensive approach to continuous learning that will ensure employees remain abreast and current in their field, enhance knowledge and skills, and engage in activities that will contribute to the sustained growth of Catawba Valley Community College. Each employee is responsible for developing an annual professional development plan that aligns with the Catawba Valley Community College short and long term

All professional development experiences should be: based on an assessment of need; generated from outcome objectives; planned for successful, progressive learning; and evaluated for attainment of delineated outcomes. A variety of methods, settings, and types of experiences should be employed to best meet the acquisition of new knowledge, skills, and abilities.1

During our second Bear Creek visit, I observed the English Language Arts Professional Learning Community also known as ELA. When I first heard about the PLC, I was surprised because it is a brilliant concept. I never knew this existed. The English Language Arts PLC ran smoothly because the teacher that was presenting knew the standard she was going to focus on and how she was going to present the content to the students. All of the ELA teachers also had a schedule about how the meeting was going to flow so that no one was confused. They also used technology to present the standards and the content so that all of the teachers could see and make suggestions and ask questions. One teacher was questioned about why she chose a particular book

Progress is the key element of the math PLC at Mary B. Neal Elementary. The progress will provide vital information to the PLC and administration of the school. Concerning the progress and how it will be monitored, the members will create a monitor sheet. Bi-weekly, the team will meet to review the data of the math classes. During these meetings, members will analyze the progress of all students and see where the misconceptions are within the student data. The PLC will also monitor and assess how often staff members are using a guided math approach to math instruction. With peer observations, the members of the PLC will be able to determine which staff members are effectively using guided math and which need more assistance. Currently, Mary

There are many different theories, principles and models designed around CPPD. It has become an important aspect in and around teaching in recent years

Traditionally, teacher development typically occurs through trial and error in the isolated confinements of each teacher’s classroom with some periodic whole-group professional development (Goddard & Goddard, 2007). Within the past few decades, many schools and districts, including ours, have considered and experimented with Professional Learning Communities (PLC) as an alternative framework in guiding a more efficient development program for their teachers. PLCs are focused on enhancing student learning through developing teacher practices. The concept of PLC relies on using structured collaborative sessions amongst teachers within the school to build internal capacity. Through PLCs, teachers critically reflect on current

Administrators and teachers must work together to develop the PLC plan addressing the needs of their students. This means administrators need to trust teachers and allow them to work in a way that is autonomous from leadership. Delegating more responsibilities to staff was a way of creating a more knowledgeable community that could cope with the diversity of demands created by schools moving from being relatively simple organizations to highly complex ones. It was also recognized as in accord with the rhetoric of distributed leadership recommended as a strategy for school improvement and raising pupil attainment (Bolam et al. 2005, Webb, et al.

Ted Baker PLC is a high-end retail company based in the UK. The company offers a large range of luxury items from clothing and accessories to bedding and crockery. In the company’s annual report (2015/16) Ted Baker present their distribution as being managed through three main channels, retail (£348.4m), wholesale (£107.7m) and licencing (£14.4m). These operations take place in a large number of stores and outlets across the United Kingdom, Europe, Middle East, Asia and Australia. Ted Baker also have a successful e-commerce business which represents 15.4% of the company’s overall retail sales and which has sites serving America and Canada as well as the UK and Europe, with a separate site also set up for Australia.