When was your last Professional Learning Community (PLC)? More specifically, how much effort did it require to schedule it and how convenient was it?
And are you wondering how in the world can PLCs be done effectively and proficiently when teachers are writing lesson plans, creating engaging activities, grading papers and recording grades, remediation, enrichment, after-school clubs, staff meetings, teacher conferences, and oh, yes, teaching?
Clearly, being a quality educator requires a great deal of juggling and preparation, even before you include making time for individual development and professional learning, which are not only required, but also most beneficial. But when time is limited, it can be easy to add this item to tomorrow’s to-do list over and over again. Teachers in innovative schools also run into unique scheduling conflicts because many teachers at traditional schools operate on a different schedule. Early colleges typically have a smaller staff, which often means getting in a car and adding travel time to an overloaded itinerary in order to connect with other teachers.
Making PLCs happen consistently and proficiently can clearly be a struggle, but there is a solution: Virtual PLCs.
As the only English teacher in my school, I have faced each of the aforementioned obstacles when trying to schedule a PLC. But eventually, and successfully, I initiated a virtual PLC using FaceTime with another English teacher in my district.
We communicate weekly via email to determine the day and time to conduct the session, decide on the areas on which we would like to focus, agree on who will initiate the call, and simply call from anywhere to complete our PLC. Typically, our call lasts 30 minutes and we remain focused on our predetermined agenda. We can complete our PLC from our schools, home, office or even sitting at the park while watching our kids play.
It is productive, efficient, convenient and, quite frankly, I wouldn’t have it any other way. Files can be shared electronically before the call or one may simply show something directly through the computer camera, others can join in if a question or clarification is needed, feedback can be given, ideas shared, and your professional learning community can grow, involving as many or as few as you desire. Anything accomplished in a face-to-face PLC can be accomplished virtually, all the while giving you back precious time in your day.
Even better, your learning community can reach beyond your district and extend across the state because through vitual PLCs you have the capacity to speak with other educators anywhere. In fact, why stop at the state level? If you join in conversations on Twitter, Edmodo or other online communities, you have probably come across some great ideas and been introduced to superb teachers across the country. By simply asking, chances are you can schedule a PLC with another educator anywhere and with anyone you choose. The options are unlimited, as are the rewards.
As educators we are challenged to prepare our students with 21st century skills, and yet we must ensure we are challenging ourselves and living up to the same expectations we hold for our students. Why would we not take advantage of such a simple and productive solution?
I cannot reduce the amount of work or juggling necessary in a given day, but I can assure you, this solution will give you back time you so desperately need and want, and more importantly, it will make you a stronger educator. PLCs are necessary if we want to grow, and while it is easy to put them off due to inconvenience, this solution removes an obstacle and affords you a way to put PLCs on the top of your to-do list.
