The PLC

PLC or Professional Learning Community has become "the thing" for educators. Yet, many do not truly know what a PLC is. My own understanding has evolved over the last few years and continues to evolve as I participate in a PLC and create my own learning environment and network.  This blog is part of my learning network along with my Facebook page, Twitter account, and so much more.

The PLC is not simply staff development.  I believe that is the huge misconception. Too many educators look at it as just another name for staff development when it is really (or should be) so much more than that. The PLC is a group of professionals seeking to improve their craft by learning together. It is the "community" aspect that really takes the PLC beyond simple staff development.  The community must have a shared vision and a shared desire. The PLC requires its members to take an active role in the learning not just sitting back and waiting to be fed information that they may or may not use. If the PLC is going to be effective, all members must contribute to the learning.

The PLC of course ties well into a chapter that I just read in Trends and Issues in Instructional Design (3rd Edition),.  The chapter, written by Allison Rossett and Bob Hoffman (both of San Diego State University), addresses the topic of informal learning.  It is a thought provoking glimpse of how we learn outside of the formal classroom setting. Research suggests that 80% of what we learn is informal. The PLC came to mind as I read, because a true PLC should provide many informal learning opportunities as the members of the PLC share, teach, and learn together. The PLC is not just the formal meeting times, but all the times the members share ideas, information, strategies, or skills.

For those of you that are members of a PLC that you are not happy with, ask yourself if you are actively engaged in the community? Are you willing to challenge yourself and your thinking? Do you want to learn?

Reiser, R. A., & Dempsey, J. V. (2012). Trends and issues in instructional design and technology (3rd ed.). Boston: Pearson.