In this tutorial, after exploring the connections between PLCs and site-based management, we'll examine the impact of both site-based management and PLCs on instruction and student achievement, and on school improvement. Let's get started.
Let's begin by exploring the connections between PLCs and site-based management. The essential purpose of both a PLC and a site-based management team is to support school improvement and reform goals at the school level. So typically, you'll find that the school improvement team that is organized in a PLC fashion has the role of the site-based management team.
Both PLCs and site-based management our school-based models that support teacher and principal voice, development, and empowerment. And both require a shared vision, a shared mission, and shared goals in order to be effective.
So we can say that a PLC is a type of site-based management with that same purpose of increasing student achievement and fostering school improvement. And this tells us, then, that PLCs can be organized to support site-based management.
To examine the impact of PLCs and site-based management on instruction and student achievement, we will refer to a study led by Claude Goldenberg of Stanford University. This large study included both qualitative and quantitative data, from 15 different Title I schools.
A significant finding from this research group indicates that the use of PLCs leads to statistically significant gains, both in the use of effective instructional strategies and in student achievement. It's important to note that the schools that did show improvement here were those that were following a specific PLC protocol. And they were also the schools that tended to support and encourage teacher initiative.
This team also investigated 20 districts and a total of 200 additional schools in order to identify the characteristics of teams that have the most impact on pedagogy and on student achievement. These characteristics include job-alike teacher teams-- in other words, PLCs consisting of teachers in the same subject area or teachers at the same grade level.
Also, improvement efforts guided by specific protocols, peer facilitators trained by the teams, and support and conditions for improvement provided by the schools that were involved. And finally, another important characteristic is the demonstration of grit when it comes to sticking with the efforts to reach improved student achievement goals and instructional goals and to implement and sustain initiatives.
With an understanding of how PLCs and site-based management can impact instruction and student achievement, let's next look at how PLCs and site-based management can impact school improvement. We know that the purpose of both PLCs and site-based management is to work to create systems reform and to support continuous improvement efforts in schools.
The literature and studies that surround PLCs, site-based management, and other decentralized management efforts tell us that there are four characteristics that contribute to improved student outcomes. First, a focus on student learning. We want to help our students develop their critical thinking skills, their higher order thinking skills, and the ability to engage in authentic thinking and the application of new skills and new knowledge.
Next is a focus on pedagogy. So this indicates that we want to focus on using research-based instructional strategies that are centralized around authentic teaching and learning opportunities. Next, we want to develop an organizational capacity to build and empower teams of educators that support one another through their growth and development.
And finally, there need to be external supports by the district. The district needs to empower the members of the site-based management team or the PLCs as they are working towards those continuous improvement efforts.
Research tells us that when these characteristics are in place, that provides the framework that schools need to develop the capacity, the implementation strategies, and the sustainability efforts that, together, are going to reform and improve instruction in the school, that, together, are going to increase student achievement and overall just enhance the school environment and the school culture.
Additionally, the Southwest Educational Development Laboratory tells us that students who attend schools that effectively implement PLCs or site-based management exhibit a variety of effects from this implementation, including increased attendance and retention, increased achievement in reading, history, math, and science, and decreased achievement gaps.
They also report results for teachers, including increased collaboration, shared goals and mission of the school environment, and improvement in both their instructional knowledge and their content knowledge. Furthermore, there are increases in professional development and decreases in teacher absenteeism.
So when considered together, the student outcomes and teacher outcomes clearly can help lead to sustained school improvement efforts and to successful implementation of new initiatives in the school or district, as well.
So here's a chance for you to stop and reflect. Can you see how the effective implementation of site-based management and PLCs can support continuous improvement efforts and systems reform? Have you personally seen improvements in student achievement and teacher instruction as a result of the implementation of PLCs?
To dive a little deeper and learn how to apply this information, be sure to check out the additional resources section associated with this video. This is where you'll find links targeted toward helping you discover more ways to apply this course material. Thanks for watching. Have a great day.
(00:00 - 00:17) Introduction
(00:18 - 01:16) PLCs and Site-Based Management
(01:17 - 03:02) Impact of PLCs and SBM on Instruction and Student Achievement
(03:03 - 06:11) Impact of PLCs and SBM on School Improvement
(06:12 - 06:52) Stop and Reflect
Examining the impact of professional learning communities
This research article reviews a study by Claude Goldenberg from Stanford University to determine the effectiveness of PLCs in improving student achievement and instructional practices.
https://ed.stanford.edu/spotlight/examining-impact-professional-learning-communities
Professional Learning Communities: Communities of Continuous Inquiry and Improvement
Although an older document, this resource provides a comprehensive overview of the role of PLCs in continuous improvement. The research and the applications include relevant and practical approaches.
http://www.sedl.org/pubs/change34/plc-cha34.pdf