Harwood's Main Menu

Annual Report
Harwood Watchman
Harwood PTO
Daily Bulletin
Lunch Menu
Media Center
Points of Pride
Suggested Supply List
Equal Access
Enrollment Procedures
MDE - GLCE Parent Guides
Parent Involvement Policy
Home-School Compact

Professional Learning Communities (PLC)

Big Idea #1: Ensuring That Students Learn

  • The core mission of formal education is not simply to ensure that students are taught but to ensure that they learn.

When a school functions as a professional learning community, teachers have a coordinated strategy when students do not learn. The staff designs strategies to ensure that struggling students receive additional time and support, no matter who their teacher is. In addition to being systematic and school wide, the professional learning community's response to students who experience difficulty is:

  • Timely. The school quickly identifies students who need additional time and support.
  • Based on Intervention rather than remediation. The plan provides students with help as soon as they experience difficulty rather than relying on summer school, retention, and remedial courses.
  • Directive. Instead of inviting students to seek additional help, the systematic plan requires students to devote extra time and receive additional assistance until they have mastered the necessary concepts.

Big Idea #2: A Culture of Collaboration

  • Educators who are building a professional learning community recognize that they must work together to achieve their collective purpose of learning for all. Therefore, they create structures to promote a collaborative culture.
  • The powerful collaboration that characterizes professional learning communities is a systematic process in which teachers work together to analyze and improve their classroom practice.

Big Idea #3; A Focus on Results

  • Teachers stop using averages to analyze student performance and begin to focus on the success of each student.

Four crucial questions that drive the work of those within a professional learning community:

  1. What do we want each student to learn?

   2.    How will we know when each student has learned it?

   3.    How will we respond when a student experiences difficulty in learning?

   4.    How will we respond when a student already knows it?

The answer to the third question separates professional learning communities from traditional schools.

DuFour, R. Eaker, R., & DuFour, R. (Eds.) (2005). On common  ground: The power of professional learning communities. Bloominton, IN: National Education Service.

Grade Level Smart Goals and Expected Outcomes

  • KDG Smart Goals
  • 1st Grade Smart Goals
  • 2nd Grade Smart Goals
  • 3rd Grade Smart Goals
  • 4th Grade Smart Goals
  • 5th Grade Smart Goals
  • CI Smart Goals
  • CI Aides Smart Goals
  • Title One Smart Goals

Site Last Updated: 02/09/2012 10:33 AM