OUR PLC JOURNEY
Ashby Primary School - PLC Case Study
Our Professional Learning Communities journey began in August of 2017, when 4 Ashby staff members engaged in the PLC Initiative training. At the completion of each training module, the trained staff facilitated a 1 hour overview session with all staff during a weekly whole staff PLC. This enabled all teaching staff to become familiar with the key components of effective PLCs. By the completion of the Initiative training, all staff had been exposed to elements within the Ashby context of how PLCs would look, sound and feel like. Key documentation including the Maturity Matrix had been used to find baseline data about our current effectiveness and understandings of PLCs. The 2017 year and PLC training culminated in the sharing of the Ashby Pecha Kucha presentation as part of the training but also to all Ashby staff.
Prior to the beginning of the 2018 school year, the Ashby Leadership team prioritised the implementation of PLCs and discussed structures and logistics to provide staff with the time to engage with this process. Timetables were created to allow all teaching staff and year level PLCs time together. This was scaffolded with the creation of a 'PLC Agenda' document that structured PLC time together and placed an emphasis on the DET Improvement Cycle. Staff were also heavily engaged in unpacking the 10 Principles for Effective PLCs document and seeking clarity around this. Additionally, the whole staff collaborated to develop a school vision for PLCs and aligned this to our school values. A culture of collaboration and teacher efficacy was slowly building.
At the end of each term a reflection process occurred, where all staff tracked themselves as effective PLCs on the Maturity Matrix and then entered individual data into a google form. This data was collated and gave us strong evidence that we were moving forward in all areas of effective PLCs. Throughout the year, all staff were supported with professional development, facilitated by the leadership team, as part of the weekly whole staff PLCs. This was strategic and intentional PL that linked back to data gained from the Maturity Matrix, narrowing our focus to the areas that needed the most improvement.
During the 2018 year, the Ashby Leadership PLC undertook key professional learning that involved a 6 day McRel Balanced Leadership suite. This training supported and strengthened the philosophy of PLCs and led to more data driven, intentional PL offered by the Leadership PLC to all staff. Come mid year, Ashby was asked to present at the Statewide Principals Conference and this opportunity enabled the Leadership PLC to be reflective of the processes undertaken to ensure high level school wide practices. The feedback that Ashby received from this presentation, and still receive, has been outstanding.
Alignment of all key areas of our school was made clear to all staff on regular occasions. Documents were created collaboratively and had clear, visible links to key components. High emphasis was placed on our Annual Implementation Plan being made accessible and visible to all staff. Links and structures were placed around Professional Practice Days, including sharing days as a whole PLC, visiting external schools to see best practices and linking to AIP and PDP goals. Staff were regularly exposed to the DET Improvement Cycle and had this modelled by the Leadership Team often in whole staff PLCs.
Mid 2018, Ashby was asked to be a PLC Link School and accepted this opportunity willingly. During Term 4, a staff member was nominated and released to engage in the continuing improvement of Ashby's PLC practice. As a Link School, we began a focus on three layers of support including continuing in school development, sharing expertise with local schools and building statewide consistencies in best practice.
2019 began with opportunities to reflect on what was working and what needed to be tweaked and enhanced. Key work within Ashby has been around linking PLC work with our AIP particularly in Literacy. Each PLC has become increasingly adept at following the DET Improvement Cycle through a Puzzle of Practice. Work has been done on honing teacher capacity in ensuring that fine grained, sharp focuses have been chosen, all through the lens of student data discussions and that the measure of teacher impact has been at the forefront. Staff have undertaken weekly professional development lead by the Ashby Leadership Team, as well as writing consultancy as part of a Community of Practice.
At the end of 2019, Ashby undertook a school review and this process gave us a strong indication of the positive outcomes that have stemmed from the PLC focus and our future work. Additionally, the Maturity Matrix data that we collect each term continues to guide us in our future development as we strive to become a school that is excelling in all facets of Professional Learning Communities.
