My Final Reflections from Engaging in an Online PLC ~ My PME 810 e-Journal Entry #17

As noted in the reading by Watson, "The focus on student learning as the ultimate aim of the PLC is emphasised in the literature. Vescio et al. (2008, p. 81) stress ‘clear and consistent focus on student learning’ and reflective dialogue, which leads to ‘extensive and continuing conversations among teachers about curriculum, instruction and student development’. Nelson et al. (2010, p. 176) talk about the need to pursue ‘questions about learning goals, instructional practices, and all students’ attainment" ( Watson, C., 2012, p. 21).

Upon Reflection through this past week in my online PLC, I share with you a few closing thoughts of my experience and connections to the readings that have surfaced for me:

• A PLC, whether online, in-person, or hybrid ,requires collaboration, active participation, risk taking and engagement by all members in order to experience true impact. "Strong PLCs are generally acknowledged not only as sharing new knowledge of content and pedagogy but also as challenging and critiquing assumptions about teaching and learning" (Little, 2003 as cited by Blitz, C., 2013 p.A-1). These attributes were limited in my experience this past week, making it difficult to create an ongoing, and sustained collaboration and learning space. To be fair, this was a very short time period to become a contributing member of a strong PLC. This would require a much longer-term time commitment.
• Thinking about the elements of an effective PLC, Watson indicates that "PLCs place great emphasis on mutual trust" (Watson, C., 2012p. 25). "This implies that PLCs therefore need to develop knowledge about whom to trust and whom they need to monitor closely, and under what circumstances" (Watson, C., 2012p. 25). In the absence of ongoing and sustained collaboration, it was difficult to establish a trusting and vulnerable working group that could truly have an overall impact on my professional growth and learning.
• The structure of an online PLC proves to be inviting and a viable option for professional learning as it allows flexibility and more choice of topics, however, without any relationships in the learning community, there is no trust amongst the group (Blitz, 2013) which may hinder true collaboration, extensive and continuing conversations about instruction and assessment pedagogy. While at a distance and engaging in purely asynchronous platforms, it was very difficult to realize, with true fidelity, the intention of the Higher Ed Learning Collective professional learning community.
• As I continue to extend my out-in-the-world learning circle, I will look for groups that are multi-modal in nature. It would be more beneficial to engage with groups that have online virtual meetings and webinars that create opportunities for conversations, collaboration, idea exploration, discussion and sharing. As the Principal of our Division's online school, we have seen success in our student learners where we have planned a daily blend of synchronous and asynchronous time segments. This creates a balance of both experiences, and I can see how this would also benefit professional learning in an online PLC.  
• In my professional work context, I will continue to encourage a balance of the three key curricular designs; student centered, subject centered, and problem centered. I work within a system that has a provincially mandated curriculum and we are required to plan and program with those outcomes in mind. The curricular outcomes are "the What" and we need to implement with fidelity.  "The How" is where teachers can be creative, innovative and inspiring to their learners. Teachers  can work to create learning experiences for students that are informed by their interests and experiences as well as by connecting to real world issues. Effective and impactful teachers know how to balance the requirements of the system with the most engaging and meaningful ways of learning. In my role as Division Principal of Curriculum, I will continue to work with teachers, consultants, and school leaders in their efforts to engage, inspire, and facilitate learning experiences for our students.

References:

Blitz, C. L. (2013). Can Online Learning Communities Achieve the Goals of Traditional Professional Learning Communities? What the Literature Says. REL 2013-003. Regional Educational Laboratory Mid-Atlantic.

Watson, C. (2014). Effective professional learning communities? the possibilities for teachers as agents of change in schools. British Educational Research Journal, 40(1), 18-29. doi:10.1002/berj.3025