The Essence Of A Plc

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

NEXT PLC is a retailing company that primarily operates in the UK, and has been trading for almost 150 years; however, the brand itself was first created in 1982 (Next plc, 2010a). The company offers a range of clothing, accessories, home ware and footwear. The company’s headquarters is located in Leicester, UK and is currently run by Chief Executive Simon Wolfson. NEXT distributes through three main channels: NEXT Retail, operating in more than 500 stores around the UK and Ireland, NEXT Directory, a website and catalogue list for over 2 million active users. And NEXT International, with chains of over 180 stores worldwide including an international website. However, NEXT also

Teaching is moving from an individual to a collective activity. The level of agreement and alignment across classrooms around powerful practices are increasing. The school is aligning its organizational resources around support for instructional improvement.

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.

When looking at District Report Cards all we usually hear about is student data, not realizing that there is also teacher data reported in this document. Looking over the data as a whole the schools are pretty similar in teacher data. Attendance was at between 93% and 94%, while teacher-students ratio per 1000 students was lower than the state average in all schools. Teacher’s average pay was within $5000.00, MCSD was the lowest at $52,000.00 and CCSD being the highest at $57,000.00. Looking at teacher and principal evaluations YCSD and MCSD had no teachers with an Effective evaluation, the highest percentage of teachers fell under Accomplished in evaluations. As for principals YCSD and MCSD principals were either Accomplished or Skilled, the majority were Skilled, in all Districts. As for CCSD, they had no one Accomplished, but they did have Developing and Effective.

I have contributed to the professional growth of my colleagues by being an active member of my PLCs. I am the U.S. History PLC Leader for the first semester of this school year. I have created all the meeting days and times, and lay out agendas for those meetings. We use Google Classroom to stay in contact with one another, collaborate, and share thoughts and ideas.

The leadership team discussed specific outcomes that they want accomplish, taking into consideration the issues they want to address. After careful deliberation, they decided that they wanted to create a process of implementation with a feedback loop in which teachers and staff discuss each lesson. Documentation would be written down of what worked and what did not work and modifications could be done for the upcoming lessons. This could be accomplished by setting time for staff to meet and discuss lesson implementation, areas of strength and weakness. After discussion the staff would discuss and change the lesson plans to meet the needs of classroom. By crating this process of implementation staff can course correct

Successful PLCs involve having student data. The data does not need to come from tests, but it can come from student work or from observations. Through PLCs, the teachers should grow as an educator, and the students should benefit from it.

A. School Improvement Initiatives: We discussed two school improvement initiatives: 1. Professional Learning Communities’ (PLC) continue to dominate the intervention and improvement discussion. This year the San Juan School District (SJSD) schools went from district based PLC’s

Area III, Professional Development referenced strengths currently in place across the district: year-round professional development (PD) plan for teachers and administrators, and an effective mentor program for new and resident teachers. Likewise, the TL also noted significant challenges that reduce the effectiveness of staff training: too often, it (professional development) is voluntary or scheduled at inconvenient times, schools lack sufficient time to plan and collaborate around PD initiatives, the limited central office staff cannot provide adequate services, especially in specialty areas, too often, there is no on-going support after training, professional development sessions and initiatives are not carefully evaluated to determine what is effective, and competing initiatives across different offices send mixed messages to schools and teachers. Area IV, Specialty Programs and Other areas noted challenges facing the school district to include the recruitment and retention of highly qualified teachers. The report noted a number of factors have contributed to challenges with recruitment and retention including salary and benefits that may not be competitive enough with surrounding districts, and limited supports available to teachers to implement high quality instruction. Additionally, inconsistent teacher evaluation procedures do not produce useful feedback or data. Based on the initial evidence from focus groups and document reviews, the Teaching and Learning committee members developed twelve key recommendations. A critical recommendation regarding teacher attrition was: (TL 11) assess or clarify the issues around the hiring and retention of highly qualified and high-performing teachers (Dukes et.al). These findings suggest that PGCPS must find better ways of retaining teachers. Prince George’s County Public Schools can no longer afford to be complacent about teachers exiting the

I’ve had the most compassionate and intelligent teacher in the whole Bulloch County area and if you could meet her than you would without a doubt agree with me. Mrs. Amanda Battles has been teaching multiple classes throughout the school but I foremost think of her as my Model UN and Latin teacher. There have been moments in her class where I would struggle to complete her work but she doesn’t scold me like any normal teacher would. She encourages me and pushes me to do my absolute best without any hidden, personal agenda. I’ve had her for multiple years now, ever, since my freshman year of high school and currently, I’m a junior. I can honestly say that no other teacher would be a better nomination for being the best teacher and any other

In schools with higher percentages of effective teachers, the impact of PLCs on student achievement will be greater.

Schools often have an overall perception of what a professional learning community should look like. A specific example demonstrating the importance of teacher authority in the overall success of a learning community came in a case study reported by Englert and Tarrant (1995). In this collaborative endeavor between three special education teachers and seven university researchers to provide ‘‘meaningful and beneficial’’ (p. 325) literacy instruction for students with mild disabilities, the researchers encouraged the teachers to take control of the curriculum. ‘‘Teachers were given leadership in their choices about curriculum development, so that the power over the topics and change agenda might be shaped by the teachers’ concerns, interests, and questions’’ (Englert and Tarrant 1995, Vescio, Ross, and Adams 2007).

Professional development principles Ben embraces are Rigor, Relationships, Relevance and Realness. Mr. Rhodes continually emphasizes that work needs to have relevance and rigor in assignments and that the relationships teachers build with students is essential for success. Specific content used for staff development goals are Glenn Singleton’s work (Equity), National Achievement Gap, High Performing Schools, 90/90/90 Studies, 21st Century Skills, Marzano’s Instructional Strategies, and Heidi Hayes Jacobs’ literacy work. A variety of activities for teaching new skills to teachers occurs throughout the year. These include study groups, guest speakers, ERO (staff development classes), open classroom visits, master teachers sharing best practices in literacy, differentiated instruction, , math, and culturally responsive teaching, conference opportunities, mentors, district content area inservices, building inservice days, monthly district content area meetings, partnerships with universities, Collaborative Action Research for Equity (C.A.R.E.) cadre, and monthly building equity meetings. Mr. Rhodes uses the district Teaching Learning Cycle (Plan-Teach-Monitor- Adjust) to evaluate and assess the learning goals and make improvements. Ben also meets with Ben and the leadership team about the goals and creates the timeline to provide training and analyze progress. Evaluation of the learning goals using the SIP (as a living document) and individual goals are important

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.