Teachers often use collaboration time for logistical planning rather than instructional improvement
In many schools, the time allocated for teacher collaboration, known as PLCs, is not used effectively. Studies show that about 70% of this time is spent on logistical planning, such as deciding what to teach next week or sharing worksheets, rather than on improving instructional practices. This focus on the “what” instead of the “how” and “why” of teaching can hinder the development of strategies that could significantly benefit students, including those with special needs.
Maximizing Teacher Collaboration Time for Effective Classroom Impact
As a parent of a child with learning challenges, you might feel that schools are not fully equipped to address your child’s unique needs. However, understanding how teachers can better utilize their collaboration time can empower you to advocate for more effective educational strategies. This article delves into how teachers can maximize their professional learning communities (PLCs) to enhance classroom instruction, which in turn can benefit your child’s learning experience.
Effective collaboration time can lead to better student outcomes
When used correctly, PLCs can be a powerful tool for enhancing student learning. Teachers who focus on the “why” and “how” of their teaching during these sessions can develop more ambitious and effective instructional strategies. This shift in focus can lead to improved student outcomes, as teachers become better equipped to address the diverse needs of their students, including those with learning challenges.
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We know that the work that happens at the school level is where real change is going to occur, particularly if it’s supported by pullout PD and coaching.
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Structuring PLCs with clear goals and accountability can enhance their impact
To maximize the effectiveness of PLCs, teachers need a structured approach with clear goals and accountability. A productive PLC should have a predictable framework, such as the formative assessment cycle, where teachers bring student work to the table, align their efforts with school and district goals, and share responsibilities. This structured approach ensures that the time spent in collaboration directly translates to improved classroom instruction.
Key Takeaways:
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Maximize Teacher Collaboration Time: Ensure that the time allocated for Professional Learning Communities (PLCs) is used effectively to support changes in classroom instruction. Parents should advocate for schools to focus this time on collaborative planning and analysis of instructional practices rather than using it for logistical tasks like photocopying or lesson structuring. This effective use of collaboration time can lead to better support for students with learning challenges by improving the quality of instruction and addressing their specific needs more effectively.
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Structured PLC Meetings with Clear Goals: Encourage schools to implement a structured approach to PLC meetings, such as using the formative assessment cycle. This involves setting clear goals, analyzing student work, and co-planning instruction. Parents can support this by communicating with school administrators about the importance of structured collaboration time, which can help teachers better address the diverse learning needs of their children, including those with learning challenges.
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Focus on Student Outcomes and Evidence: Advocate for PLCs to prioritize student outcomes and use evidence of student thinking to guide instructional planning. Parents should encourage schools to use these meetings to discuss and plan interventions that are directly informed by student performance data. This focus can ensure that the educational strategies developed during these sessions are tailored to enhance the learning experience and outcomes for children with learning challenges.
Addressing emotional barriers and building a collaborative culture are key to successful PLCs
Teachers often face emotional barriers when trying to change their collaborative practices. To overcome these, it’s essential to address the “pebbles in their shoe”—the emotional concerns and fears that may prevent them from fully engaging in PLCs. By fostering a culture of trust and shared ownership, teachers can enhance their Cognitive Processing Skills and work together more effectively, leading to a more supportive learning environment for all students.
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Having student work on the table gives us the greatest chance of transfer to classroom practice when we’re directly responding to evidence of student thinking.
”Parents can advocate for the use of Cognitive Processing Skills and Growth Mindset in PLCs to help their child overcome learning challenges
As a parent, you play a crucial role in advocating for your child’s education. By encouraging schools to incorporate Cognitive Processing Skills and Growth Mindset into their PLCs, you can help teachers develop strategies that address your child’s specific learning needs. These tools can empower teachers to create a more inclusive and effective learning environment, ultimately leading to a better educational experience and a brighter future for your child.
Empower your child’s learning journey by advocating for schools to use the Brain Bloom System, a tool designed to enhance teacher collaboration and create a more supportive educational environment for students with learning challenges.
