I wrote a post with this title in 2011.
A couple of weeks ago we were handed a rubric. The purpose of the rubric was to provide feedback on our PLC. However, it should be understood that the rubric is NOT evaluative.
I think if it walks like it's evaluative, and talks like it's evaluative...
These words were followed by, "If the district or the state comes in to observe your PLC, this is what they expect to see."
So now, my PLC (Professional Learning Community) is being observed, evaluated, and scored on a rubric! Whose idea was this? How did the wonderful idea of a TEACHER-led learning community, become yet another tool used by"them" to evaluate us?
The key word in PLN is Professional, which I assume meant the teacher. Teachers making decisions, based on data and our knowledge of our students, striving to do what was best for our students.
My PLC has become an alien form of what I learned in Arizona.
- We have meetings where we are 'taught" how to write data-based questions, because every. single. PLC meeting has to be based on data.
- We are to begin each PLC meeting reading our norms aloud. (ex. Be on time) Yes, every.single. meeting. This is just in case we forget them, I guess.
- Review your beliefs. (Each team had to write their own)
- You must have an Agenda. ( I have nothing against agendas, they are good for guiding meetings) The Agenda must be broken down into minutes, and a hard copy placed in the administrator's mailbox two days before the meeting.(ex. 1 min-Norms 10 min -Reading data etc...)
- Make sure you have, and know, your role.
- And of course, the "non-evaluative" rubric. How can you possibly have an effective PLC when you are worried about whether you are doing what is required on a rubric?
I mourn the demise of PLC as we knew it, as we learned it. Another good idea that worked for educators, now being used against educators.