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Professional Learning Communities Survey

The Glasgow School Board has directed me to conduct a survey of our community on their opinion on how we should look at our schedule to conduct our PLCs.

Clink on the link to take our survey:  https://goo.gl/forms/EcALJY188VmJg1HP2

Thank you for your continued support of our schools. -- Bob Connors


To make sure that our education teams have the time to reach the goals of our three big ideas, we need to meet weekly, without adding expense to the district or our taxpayers.

To “create time”, PLC schools have a late start or an early out each week to work on continuous school improvement within the PLC process.  Student contact time would be added on the other four school days.

Our School Board would like to to receive input from all of our stakeholders.

EARLY OUT -- Buses would run early on one day a week to accommodate the worksessions.  Students would be released at the early out time.

LATE START -- Buses would run at the same time everyday.  Learning opportunities would be developed for students, supervised by para-educators,  while teacher teams are in their worksessions.  Attendance would be taken when classes begin.

DAY OF THE WEEK -- Which day of the week is the best for the Early Out or Late Start?


The basic premise of a Professional Learning Community is to answer four basic questions.

  1. What do we want each student to learn?

  2. How will we know when each student has learned it?

  3. How will we respond when a student experiences difficulty in learning?

  4. How will we respond when a student already knows it?

Big Idea #1:  Ensure That Students Learn

The PLC models from the assumption that the core mission of formal education is not simply to ensure that they learn.  This simple shift--from a focus on teaching to a focus on learning--has a profound impact on schools.

Big Idea #2:  A Culture of Collaboration

Educators who are building a PLC recognize that they must work together to achieve their collective purpose of learning for all.Therefore, they create structures to promote a collaborative culture.

Big Idea #3:  A Focus on Results

PLCs judge their effectiveness on the basis of results.  Working together to improve student achievement becomes the routine work of everyone in the school.  Every teacher team participates in an ongoing process of identifying the current level of student achievement, establishing a goal to improve current level, working together to achieve that goal, and providing periodic evidence of progress.

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