Professional Learning Is Ensuring Student Success at CGD
by Amanda Rink, Editor
At the latest school board meeting Middle School Principal Aaron Patrick shared some encouraging updates about student progress and professional development efforts. “Lots of bodies just moving around, which is a good thing,” he said, describing the energy and engagement happening in the school.
The middle school recently wrapped up “NWA” testing, with staff considering results to track student growth. While there has been progress in English Language Arts (ELA), the biggest growth has been seen in mathematics. But it isn’t just the students that are learning these days, staff have shown exceptional growth under a new commitment to growth.
To strengthen their Professional Learning Communities (PLCs), 18 middle and elementary school teachers took a trip to the Kildeer School District. Kildeer is a consolidated school district in the Lake County village of Long Grove, a suburb of Chicago Illinois. The district has seven schools, one kindergarten center, four elementary, and two middle schools. Kildeer is known as a model PLC district, offering school tours and professional development to educators nationwide.
What exactly is a “PLC” school though? PLCs focus on teachers working together in cycles of research and reflection to improve student outcomes. The idea has been around since the 1960s. “A corollary assumption is that if the organization is to become more effective in helping all students learn, the adults in the organization must also be continually learning,” the website allthingsplc states. “Therefore, structures are created to ensure staff members engage in job-embedded learning as part of their routine work practices.”
But Principal Patrick broke it down the best: ”The kids are changing, the system is changing, and we have to change with them.” The change is a broad approach to communication among staff and equipping them with the tools to ensure student success in the classroom.
Now in its third year of implementing PLC practices, CGD continues to refine its approach to collaboration and learning among teachers.
Superintendent Nelson also highlighted the value of the Chicago trip, calling it “an authentic chance” for professional development that will directly benefit both teachers and students.
