Collaborative Structures: Moving from PLC Lite to PLC Right
Learning Outcomes: I can articulate the difference between PLC Lite activities and PLC Right drivers and determine next steps for my faculty so that we can move the needle forward on student learning.
Teacher collaboration has the potential for great impact on student learning. Often schools attempt to collaborate with one another; however, educators may not make steady progress to enhance student learning. This may be due to focusing on the wrong work, a reluctance to accept change, or being distracted by initiatives and programs that don’t move the needle forward on student learning. Using one department leader’s experience of guiding her PLC team through this shift, this sectional strives to highlight how to move forward from PLC Lite activities to PLC Right drivers.
Until her junior year of high school, Amy Goede’s future plan was to become a forest ranger so that she could work and live in a national park. Then God placed an English teacher in her life who inspired a new dream. Goede could have a job where she spent her days reading books and talking about them! She attended Wisconsin Lutheran College for undergrad and has a Bachelor of Arts degree in English and a Wisconsin state teaching license for grades 6-12 ELA. Goede began her ministry at Wisconsin Lutheran High School in 1998 and has been blessed to be teaching there ever since. She received her master’s degree in high performance instruction in 2020 (also from WLC). Currently, she serves as an instructor (of primarily twelfth grade English) and as the English Department Coordinator. Goede is passionate about continuously learning with her department about how to best train their students to “take captive every thought to make it obedient to Christ” (2 Corinthians 10:5).