Deciding where you are as a professional learning community PLC...Booklet 8 Audit Deciding where you are as a professional learning community Professional Learning Communities: source

Booklet 8

Audit

Deciding where youare as a professionallearning community

Professional Learning Communities:source materials for school leaders andother leaders of professional learning

Louise Stoll, Ray Bolam, Agnes McMahon, Sally Thomas, Mike Wallace, Angela Greenwood and Kate Hawkey

What is an implementation rubric?

Rubrics are usually used as assessment tools tomeasure pupils’ work. They are scoring guidesthat don’t depend on a numerical score. Instead,they list a full range of criteria or elements toassess a particular piece of work or performance.They describe varying degrees of quality

for each element, increasing from left to right. A benefit of rubrics is that they providesignposts to where you can get to as a result ofdevelopment, and pointers to next steps thatmight be taken when trying to developparticular activities.

This implementation rubric helps you see wherecolleagues think you are as a professionallearning community (PLC) as they reflect ondifferent criteria related to specific characteristicsand processes of PLCs. The 12 topics down theleft-hand side are the eight characteristics andfour developmental processes of PLCs weidentified in our study. For each of these, anumber of key descriptors are mapped outhorizontally, showing the development of eachthrough four phases of their journey, highlightedat the top of the four columns. These range

from what might be happening when you arestarting on the journey to develop a PLC toaction taken when the PLC is self-sustaining:

Starting out; acquiring information andbeginning to use ideas.Developing; experimenting with strategiesand building on initial commitment. Deepening; well on the way, having achieveda degree of mastery and feeling the benefits.Sustaining; introducing new developments,re-evaluating quality – PLC as a way of life.

What is the purpose of this rubric?

You might choose to use the rubric in a range ofways. For example:

• individual staff members complete the rubricprivately and give it to a designated person orteam who collate(s) responses and feed(s)these back to the staff for discussion

• individual staff members complete the rubricbefore sharing and discussing their responseswith each other

• small groups complete the rubric togetherand then compare and summarise theirresponses

The rubric on pages 3–9 and summary responsesheet on page 10 can be photocopied forcirculation. Each person completing the rubricneeds to look at the descriptors, perhapshighlighting comments that represent your PLC.They can then decide which phase best

represents the PLC’s current position, eitherhighlighting the appropriate box in the table ormarking the box in the blank response sheetincluded after the rubric. There is also a spacelabelled ‘How do you know?’ where people cannote down evidence.

Looking through individual highlightedresponses can help you see trends and patternsas well as differences in opinion. You canprepare a summary sheet of all the responsesusing the blank summary response sheet.

At the end of the activity, you will find somequestions to discuss once you have pulledtogether the results.

The process can be repeated each year. You canlook at changes people think have occurredand discuss the reasons for these changes.

How might you use the rubric?

2 Professional Learning Communities: source materials

Professional Learning Comm

unities: source materials

3

Starting outAcquiring information and beginning to use ideas

DevelopingExperimenting with strategies and building on

initial commitment

DeepeningWell on the way, having achieved a degree ofmastery and feeling the benefits

SustainingIntroducing new developments, and re-evaluatingquality – PLC as a way of life

Shared valuesand vision

Professional learning community implementation rubric

How do youknow this?

Staff have diverse values relatedto educational issues. They arebeginning to recognise the needto attend to some PLC-wideissues. There are initialdiscussions about these issues.

Some smaller groups (PLCs) withinthe staff may share values abouteducation and leadership.

An increasing number of staffshare educational values, andparticipate actively in discussionsabout vision and values.

Shared educational vision is oftenstronger and more apparent in particular sections ordepartments of the PLC.

Educational values and vision arefairly widely shared throughoutthe PLC and generallydemonstrated through practice.

The vision is revisited regularlyand commitment to whole-school, centre or college-wide professionalvalues is increasing.

Educational values and vision arewidely shared throughout thePLC, regularly revisited andrevised as appropriate by thewhole staff, and demonstratedthrough practice.

There is a high degree ofcommitment to whole-school,centre or college-wideprofessional values and a strongsense of cohesion and consistency of approach.

PLC characteristics

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aterialsStarting outAcquiring information and beginning to use ideas

DevelopingExperimenting with strategies and building oninitial commitment



Learning-focusedcollaboration



Many staff mainly work inisolation. They focus on their owngoals, value self-reliance andrarely share practices and strategies.

Some smaller groups ordepartments collaborate andshare learning and teaching and support strategies.

Some staff work together acrossthe PLC, with joint planning,sharing strategies, and engagingin whole-school, centre or college-wide projects.

Some support staff or careworkers and teaching staffcollaborate closely but this is not a common feature.

Staff increasingly plan together,collaborate and share ideasthrough meetings, websiteresources, team teaching etc.

There are examples of productiveteamwork between teachers and support staff.

Collaborative planning of learningand teaching activities is taken for granted.

Sharing of ideas and strategiesand joint problem-solving arewidespread.

Teamwork involving teachers and support or care staff iswidespread.

Collectiveresponsibility

Staff do not feel a sense of whole-school, centre or college-wideshared responsibility for all pupils.

Some smaller groups, particularlythose with common teaching orsupport responsibilities, feel asense of shared responsibility.

There are few whole-school,centre or college discussionsabout learning, progress,development and successes of pupils.

Some staff members feel a senseof collective responsibility for allpupils in the school, centre or college.

Smaller groups (PLCs) feel a senseof shared responsibility for allpupils within their subject, year,key stage or phase.

There are some whole-school,centre or college discussionsabout pupils’ learning, progress,development and successes.

There is a growing sense ofcollective responsibilitythroughout the school, centre orcollege for the learning, progress,development and success of all pupils.

Discussions of learning, progress,development and success ofall pupils.

A desire to do the best for allpupils pervades the school, centre or college.

There is regular and deep whole-school, centre or college dialogueabout learning, progress,development and successes of individual pupils.

PLC characteristics



5


Reflectiveprofessionalenquiry

Some staff are involved inactivities to investigate andimprove learning and teaching, eg peer observation and coaching,action research, review andmoderation of pupils’ work etc.

Data collection and the use ofdata to inform and developlearning and teaching arevariable across the school, centre or college.

Many staff are actively involvedand show increasing confidenceabout using different methods to explore and improve learning and teaching.

Data collection and the use of data to inform and developlearning and teaching areincreasingly consistent across the school, centre or college.

A questioning orientation topractice and ‘need to know howwe are doing and how we canimprove’ is pervasive.

Staff confidently use a wide range of methods to investigatelearning and teaching, usingfindings to inform and develop their practice.

Data are collected, analysed and used to support this process.


There is little reflection on, orenquiry into, practice.

Data collection and the use ofdata to inform and developlearning and teaching practice are limited. Data may be seen as an end in itself and often as someone else’s problem.

Existence ofprofessionallearning

Staff are generally interested in a diverse range of individual andgroup opportunities to increasetheir knowledge, understandingand skills.

Many staff participateenthusiastically in whole-school,centre or college professionallearning experiences.

Staff generally feed back theirlearning to the whole staff.

All staff are enthusiasticallyinvolved in a diverse range ofindividual, group and whole-school, centre or collegeprofessional learning experiences.

The school, centre or college as aworkplace is seen as an importantsite for learning by all staff.

Staff devote effort and energyinto incorporating valuable newstrategies into their practice.

Learning is widely shared across the whole staff.

Professional learning mainlyconsists of formal, short coursesand whole-school, centre orcollege in-service training.

Take-up is largely based on individual interest.

Enthusiasm for whole-school,centre or college professionallearning experiences is limited.

There are few work-basedprofessional learningopportunities eg peerobservation, coaching etc.

There is mainly ad hoc talk about learning from externalcourses and visits.

A considerable number of staffare engaged in a variety ofprofessional learningopportunities based on individualinterest (eg courses, higherdegrees etc) and increasingly this is also linked to school,centre or college aims.

An increasing number of staffparticipate enthusiastically inwhole-school, centre or collegeprofessional learning experiences.

Staff feed back on their learningto smaller groups and,sometimes, the whole staff.

PLC characteristics



initial commitment




munities: source m

aterials

Openness,networks andpartnerships

There is very little professionalcontact outside the school, centreor college.

External networks andpartnerships are limited, as is the seeking of external ideas andstrategies.

The school, centre or college is relatively isolated from its community.

Some staff are interested andengaged in networks andactivities beyond the school,centre or college as a source of generating and sharing ideas and strategies.

There is some involvement with the community.

External sources for generatingand sharing ideas and strategiesare generally perceived asvaluable.

Staff are increasingly taking upopportunities to become involvedin networks and externalpartnerships. Some whole-school, centre or collegenetworking is being explored.

Community partnerships aregenerally welcomed and positive.

Staff look beyond the school,centre or college for new ideasand strategies. External input issought out and welcomed.

Links with other schools, centres,colleges and external agencies areseen as valuable, productive and important.

Many staff are involved inindividual and school, centre orcollege-wide external networks.

Community partnerships are thriving.

Inclusivemembership

Membership of the PLC isconfined to a small group ofteaching staff and some or allschool leaders.

Input of support staff is not invited.

Parental and governor or schoolcouncil member involvement is limited.

Classroom support staff areincreasingly involved as activemembers of the PLC.

Other support staff are less involved.

Parental and governor or schoolcouncil member involvement is generally welcomed.

Many support staff (teaching andother) participate as activemembers of the PLC.

Parental and governor or schoolcouncil member involvement is welcomed.



The PLC includes all members of staff.

All support staff are highly valued members of the PLC.

The whole-school, centre orcollege PLC draws people togetherfrom across the organisation.

Parental, pupil and governor or school council memberinvolvement is welcomed and encouraged.





PLC characteristics



7



Optimisingresources andstructures

There are few systems andpolicies in place to support the development of the PLC.

Time, space, money and/orcommunication mechanisms tend to act as barriers.

Attention is paid to trying to putinto place the necessarystructures, systems and policiesthat will help support PLCdevelopment: creating time;locating space; planningcommunication mechanisms; use of meetings and otherprocedures; arranging staffdeployment etc.

Most of the necessary structures,systems and policies are in placeto support PLC development.

Attention is paid to dealing withresource and structural issues that get in the way of PLCdevelopment.

Time, money, space, meetings,communication procedures andstaff deployment are targeted asa priority to promote the ongoingdevelopment of the PLC.

Resource and structural issues aredealt with swiftly and actively.

Mutual trust,respect andsupport

Staff relationships highlight issuesaround trust and conflict.

A blame culture may exist.

Trust and respect exists amongsome members of smaller groupsor departments.

Development issues are viewed as a threat by a number of staff.

Trust, respect and positiveprofessional relationships aredeveloping school, centre or college-wide.

Staff are increasingly open about their practice.

Staff relationships arecharacterised by openness,honesty, mutual trust, respect,support and care.

Everyone’s contribution is valued.

A moderate level of mutual trustexists school, centre or college-wide, with increasing mutualrespect, although there is some anxiety about classroom observation etc.

There is strong mutual trust andrespect among some groups ofstaff who work closely together.



initial commitment



PLC characteristics

PLC processes


munities: source m

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PLC processes


Promotingprofessionallearning

An explicit needs identificationprocess is rarely used, either forindividual staff or whole-school,centre or college needs.

Co-ordination responsibility for continuing professionaldevelopment is unspecified or unclear.

Information for staff mainlycomprises details about courses and training days.

A needs identification process has been developed and is beingused for staff and whole-school,centre or college professionallearning needs.

Continuous learning of all staffis increasingly promoted.Attention is paid to strengtheningthe co-ordination ofprofessional learning.

Performance management isstarting to be used as a process to support the PLC’s development.

Staff and whole-school, centre or college professional learningneeds are clearly identified.

Continuous learning of all staff is promoted and carefully co-ordinated. A range ofopportunities is planned toenable staff to learn from andwith each other and facilitate the transfer of new learning into practice.

Performance management is used as a positive process tosupport the PLC’s development.

Some staff are encouraged to take responsibility in promotingthe professional learning of colleagues.

Staff and whole-school, centre or college professional learningneeds are regularly andconsistently identified.

Continuous professional learningand development for all staff isactively promoted and carefullyco-ordinated.

Attention is paid to ensure thatnew learning is transferred into practice.

Opportunities are automaticallyplanned to ensure staff can learn with and from each other.

Staff are actively encouraged to take responsibility inpromoting the professionallearning of colleagues.







9

How do weknow this

How do weknow this

Leading andmanaging topromote the PLC

Attention is given by seniorleaders to developing andspreading a learning vision andfocus and building trust.

Senior leaders model teamworkand leadership of learning.

Other staff are involved in leadingsome PLC activities.

Senior leaders maintain theirattention to developing andspreading a learning vision andfocus and building trust.

Senior leaders model learning.

Leadership for different PLCactivities is increasingly taken up by other staff.

Senior leaders are deeplycommitted to the developmentand sustainability of the school’sPLC and prioritise this as a majorleadership and management task.

Distributing leadership amongstaff is an accepted practice.

The headteacher (principal) works to build trust and begins to develop and share a learningvision and focus.

Senior leadership team membersare encouraged to participate in PLC leadership.

Few other staff are involved in leading any PLC activities.

Evaluating andsustaining thePLC

The idea of a PLC is introduced to staff.

There is occasional evaluation of how the process of the PLCoperates or how its developmentprogresses.

There is some evaluation of CPD’simpact and of other PLC activities

The PLC is consciously andactively developed.

There is regular evaluation ofhow the process of the PLCoperates or how its developmentprogresses.

CPD’s impact on practice isevaluated, as are many other PLC activities.

Being a PLC is just ‘part of theway we do things here’.

People understand and supportthe idea of a PLC.

Regular attention is given toevaluating the process, progressand impact of the PLC and all of its activities, including CPD.

There is little or no discussionabout the concept of a PLC.

There is little evaluation of howthe process of the PLC operates orhow its development progresses.

There is little evaluation of continuing professionaldevelopment’s (CPD’s) impact or of other PLC activities.



initial commitment



PLC processes

10 Professional Learning Communities: source materials

Shared values and vision

Collectiveresponsibility

You can use this sheet to: a) mark down individual responses to the implementation rubric;b) summarise all of the responses of individuals.

Learning-focusedcollaboration

Existence ofprofessionallearning

Reflectiveprofessionalenquiry

Openness, networksand partnerships

Inclusivemembership

Mutual trust,respect and support

Optimisingresources andstructures

Promotingprofessionallearning

Evaluating andsustaining the PLC

Leading andmanaging topromote the PLC

Starting out Developing Deepening Sustaining

Summary response sheet

Professional Learning Communities: source materials 11

Questions for reflection and discussion

What did you notice as you were completing the rubric?

Which are the characteristics and processes, or aspects of these, where you feel you haveprogressed furthest along the route? What factors seem to have helped you?

Which are the characteristics and processes, or aspects of these, where you feel progression has been slower? What seems to have been holding back the PLC’s development in these areas?

How will you move forward with this information? (You may also find it helpful to useInvestigating the culture of your professional learning community, another Audit activity, to gather some different kinds of data. Alternatively, the Planning and Action materials may offer some ideas about next steps.)

© Stoll, Bolam, McMahon, Thomas, Wallace, Greenwood and Hawkey, 2006

National College forSchool LeadershipTriumph RoadNottingham NG8 1DH

T: 0870 001 1155F: 0115 872 2001E: [email protected]: www.ncsl.org.uk/nlc

General Teaching Council for England Whittington House19-30 Alfred PlaceLondon WC1E 7EA

T: 0870 001 0308F: 020 7023 3909E: [email protected]: www.gtce.org.uk

DfES Innovation UnitSanctuary BuildingsGreat Smith StreetLondon SW1P 3BT

T: 0870 000 2288E: [email protected]: www.standards.dfes.gov.uk/innovation-unit

Effective Professional Learning Communities University of BristolGraduate School of Education8-10 Berkeley SquareBristolBS8 1HH

W: www.eplc.info

Audit

Investigating the culture of your professional learning communityComparing your preferred future and the current situation in your professional learning communityDeciding where you are as a professional learning community

To order a copy of this publication, please email [email protected] quoting reference number DfES-0187-2006 or download from www.ncsl.org.uk/nlcwww.standards.dfes.gov.uk/innovation-unitwww.gtce.org.uk

DfES-0187-2006

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Deciding where you are as a professional learning community PLC...Booklet 8 Audit Deciding where you are as a professional learning community Professional Learning Communities: source