Years ago, Dr. Richard DuFour stopped me in my tracks with a simple phrase: “Don’t do that.” At the time, I was sharing my district’s approach to implementing Professional Learning Communities (PLC) with him and Dr. Robert Eaker, the co-founders of the PLC at Work movement. While initially disappointed, I later realized DuFour’s wisdom.
Revisiting Professional Learning Communities
Our district had meticulously planned to follow the four critical questions of a PLC over a span of two years. However, DuFour pointed out that our emphasis on theory rather than action was hindering progress and impacting student learning more directly. While our efforts eventually propelled five out of seven schools to Model PLC at Work status, the process could have been expedited.
Accelerating Action in a Professional Learning Community
DuFour advocated for rapid cycles of inquiry and action research, suggesting that teams address all four critical questions within a single unit and repeat the process multiple times in a year. By focusing on what students truly need to learn in a unit, teams can streamline content and ensure essential learning.
The key is to prioritize outcomes and differentiate between essential and non-essential content. By honing in on the need-to-know targets, educators can drive impactful changes in a matter of weeks instead of years.
Realigning Professional Learning Communities
In one case study, a team revised their approach to teaching a unit, resulting in a significant decrease in student failures and a deeper understanding of critical content. The shift in focus towards need-to-know targets sparked student engagement and accelerated learning outcomes.
Embracing Rapid Improvement in PLCs
DuFour’s insight serves as a reminder to prioritize action over prolonged planning. Quick improvement cycles yield tangible results and create momentum for ongoing development. By swiftly addressing student needs and adapting teaching strategies, educators can propel their PLCs forward and drive meaningful change.
So, instead of getting caught up in long-term processes, heed DuFour’s advice: “Don’t do that.” Embrace rapid improvement cycles and focus on immediate action to enhance student learning outcomes and foster a culture of continuous growth.
