Our Model: Creating "PLC 2.0"s

PLCs - An Inspired Way to Work-Together

Open source developers have something to teach schools about collaboration. Like schooling, open source communities are loosely-coupled and non-commercial.  They create together -- across continents, time zones, and languages -- using tools and methods that didn't exist five years ago. They replace top-down planning with synchronized coordination, using Agile (not Waterfall) models.

Following their example, we help create Professional Learning Communities (PLCs) (Hord, 1997) that marry professional development and technology planning.  Empowered by Web 2.0 technologies to work smarter and more efficiently, PLCs can become PLC 2.0s.

Readiness Conditions for PLCs

As defined in 1997 (before Web 2.0), PLCs required five readiness conditions (Bray, 2005):

1. Supportive and Shared Leadership - the involvement of an administrator ready to empower teachers.
2. Shared Values and Vision - member buy-in on the project definition and adoption of methods.
3. Collective Learning and Application of Learning - acceptance of a research-driven, standards-based approach.
4. Supportive Conditions - members have clarity about what is shared and how their contributions will be used.
5. Physical Conditions and Human Capacities - participation requirements respect the schedules and workloads of members.

Web 2.0 Supports Online PLCs

Web-based Groupware allows PLCs to leapfrog past limitations of physical conditions, removing the need for regular in-person, full-group meetings in physical spaces. Online groups are more flexible, able to accommodate changes in membership and participation levels.

An online project manager (Bray calls this role an "eCoach") can help members with new technologies, and set up the collaboration space that meets the project and people needs. For schools, an eCoach should share the commitment to educational mission, understand the values of the community and be sensitive to how schools operate.

Riding The Empowerment Wave

Online project collaboration depends upon individual commitment and follow-through (not to let down collaborators) and shared trust (that work will be honored and used).  High levels of commitment and trust are common in the open source community - they characterize it.  Public schools, given their history and constraints, are more challenging.  Some "organizational readiness" for this kind of commitment is needed among the administrator and active participants.

If the school is already on its way to becoming empowered learning organization, an online PLC will ride that wave.

Our Service Model: An Annual Cycle

Phase One: Initiation - Setting Direction

We work with schools in involvement phases, starting with planning a Superintendents Conference Day to introduce the new tools and goals.  This begins with the creation of a Planning Intranet, and the use of that site for proposing, defining, and faculty selection of conference day sessions. Conference Day planners learn to use the Intranet for project management and curriculum development.  During the conference, we offer sessions on Web 2.0 technology integration ("blended learning"), project development, technology planning, and other related topics.

Phase Two: Online Community Building

Following the Conference Day, we nurture an online community, including the following tasks

• Website development (creating a Sandbox site to support interactive webpages for teachers)
• Technology Planning & Group Development (joining interested faculty on the Intranet)
• Training-on-Demand (helping teachers learn to teach with technology, using new and existing tools)

Making the most of the initial investment, we work with school administrators to establish and nurture readiness condiions for an effective online PLC.

Phase Three: Collaborative Projects

Based on the interests and level of commitment of teachers participating in the Intranet, we co-develop a proposal for a set of In-Service / Professional Learning Community projects.  These projects are based on groups committing to goals and timelines, and can include the following interconnected strands:

• curriculum development for blended learning (learning 2.0)
• technology planning for teacher empowerment
• website development
• organizational development (school change initiatives

One major difference between PLC projects and In-Service offerings is the individual commitment required. In-Service credits and stipends can be an incentive, but ultimately the opportunity to participate actively in meaningful school change will need to drive participation.   Outside of tie-ins with external processes (like submitting a technology plan to qualify for E-Rate funding, for example) it is better not to rush Phase Three. If the timing turns wrong, useful work can be paused and picked up again later in the current or following school year.

Phase Four: Evaluation and Sharing

We look at the outcomes associated with each of the supported projects, documenting processes and outcomes.  These are then shared in departmental, schoolwide, regional, and online settings, increasing the impact of the work, setting goals for extension and expansion, and contributing to other communities who can, in turn, inform future efforts.