In this 10-week module, participants will:

  • Define the characteristics of equity-driven professional learning communities that are focused on improving access and outcomes for all students;
  • building professional community  Critically read practitioner, theoretical, and empirical literature pertaining to teachers’ professional learning communities;
  • Discuss how and why professionals collaborate, tensions that may arise, and what strategies can be used to enhance collegial and congenial interactions;
  • Understand the vital role of teacher-leaders in sustaining authentic professional learning communities;
  • Apply research findings to individual contexts by crafting an action plan for improvement.

Module Structure

  • Ten 3-hour in-person seminars, held at the school district.
  • Interactive and engaging learning activities.
  • Research-based articles and chapters for discussion.
  • Personalized feedback on each participant’s progress and action plan.
  • Clock hours available.

Important Facts

  • Up to 25 participants may enroll in the module
  • 30 clock hours are available for full participation in the module (partial clock hours available upon request)
  • Timing of module is flexible and can be modified to suit district's needs
  • Sessions are conveniently held at your district

Participants Say...

“[This module] provided me with opportunities to transfer what I learned about using protocols, establishing norms and a clear vision in order to lift the level of PLC work at my schools.” – Keira Anderson, Mukilteo School District

“[I’ve learned] the importance of collegial relationships in order for meaningful work to get done.” – Teacher Participant from Meridian & Lynden School Districts, 2015

 

 

Featured Stories

The UW's Sylvia Bagley discusses her new paper exploring the skills, roles and perceptions of special education teacher leaders and how to better support their work.
Ryan Mateo Sharnbroich
Sixth-grade teacher Ryan Mateo Sharnbroich has one goal for the first day of school: to make sure his students know they are welcomed and understood in his classroom.