First Sentence A. Facts show that the educational reformation advancement entirely depend on the teacher’s joint and individual capacity and its connection with the overall school-wide capacity for supporting students’ learning. Capacity entails organizational condition, motivation, culture and positive learning that gives the entire school community and school system the power to be engaged and maintain quality of education in the long-term ( Lewis & Andrews, 2000).
Thesis B. Building professional learning communities is not easy since several subtle and overt processes demand a lot of work, there are external and internal influences that might inhibit or facilitate the process. Despite this, professional learning communities are worth the considerable efforts put into their development, but there is still more to learn concerning sustainability.
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First Supportive Idea
Topic Sentence A. Professional Learning Communities has been shown to be highly effective and impacts ultimate success of the learners.
Evidence 1. Professional learning communities share specific characteristics that make it suitable for improving learning including collective responsibility, shared values and vision, Reflective professional inquiry, collaboration and finally, individual, and group learning are highly promoted ( East, 2015).
Evidence 2. Professional learning communities apparently go through different growth stages from initiation to implementation to institutionalization that helps in the achievement of the core goal of continuous learning ( Andrews & Lewis, 2004). Often evaluating the success of the school would depend on their specific development stage and some schools are still in their early stages of development features of professional learning communities ( Bolom & McMahon, 2005).
Evidence 3. Focusing on the impact of professional learning communities, they are a means to an end and its vital goal is to improve educator’s efficiency as professionals, for learner’ eventual advantage. Lewis & Andrews, (2000) claims that a competent professional learning community is believed to have a critical capacity to maintain and advance education off all the professionals within school community with a shared rationale of improving pupil learning.
Concluding Sentence B. Evidently, professional learning communities have been established to be highly efficient and impacts overall learning environment. T he critical characteristics outlined here are essential for the effectiveness of professional learning communities which also goes through various stages of growth. Finally, it has been shown that PLC impact schools for the student’s ultimate benefit through improving teacher effectiveness as professionals.
Transition C. After understanding the overall effectiveness and the impacts of professional learning communities, it is important to move and focus on the processes used in the development of an active professional learning community
III. Second Supportive Idea
Topic Sentence A. Professional learning communities go through some processes and demand specific resources to make it efficient (Andrews & Lewis, 2004).
Evidence 1 . According to Andrews & Lewis, (2004), f ocusing on learning procedure, formal professional growth opportunity has been argued to facilitate professional learning communities since members demand firm foundation of expert skills and knowledge in addition to the professionalization of the teacher’s work by increasing expert knowledge. Butler et al, (2005) posit that self-evaluation in addition to an inquiry is a significant learning source in improving teacher’s jobs.
Evidence 2. Efficient human and social resources utilization is essential for successful professional learning communities ( Bolom & McMahon, 2005). Active support of leadership at every level plays a critical role in the development of professional learning communities in schools. Management and coordination of the professional learning activities is another vital condition of school overall improvement and demand sensitive handling to give teachers unrestricted independence to make decisions and account for student’s individuality ( Andrews & Lewis, 2004).
Evidence 3. Managing structural resources is critical since schools are bound by structures that shape their capability to develop and create professional learning communities ( Bolom & McMahon, 2005). Schools should be organized to create time for staff to meet and share frequently. Lewis & Andrews, (2000) asserts that collaboration is the vital element of professional learning communities, therefore; there is the need to have school structure that will make it easier for them to have a professional discussion in a subject workroom.
Concluding sentence B. Creation and development of the professional learning communities depend on several processes within and outside the school. Three significant factors identified include the learning procedure, making the best of the available social and human resources and management of structural resources.
Transition C. As the processes for efficient development of professional learning communities becomes clear, moving further into the study of the sustainability issues of professional learning communities would allow more significant insight professional learning communities
IV. Third Supportive Idea
Topic Sentence A. Effective Professional Learning Communities Sustainable plays a key role in the future success of learning environment (Andrews & Lewis, 2004).
Evidence 1. When all internal socialization routines are improved to ensure that they work appropriately, then they should be able to offer a self-renewal system for professional communities but acknowledge the need to undertake more research. Based on existing evidence, an evolution of schools described as effectual professional learning communities mirrors an ensuing turn down ( Bolom & McMahon, 2005).
Evidence 2. Based on the notion that significant transformation within higher leadership of schools are a critical aspect, increasing overall level of consideration is focused on the prospective of leadership progression arrangement to aid uphold sustainability ( Andrews & Lewis, 2004),
Evidence 3. A longitudinal research of change in the US and Canada was done from a viewpoint of employees working in 8 high schools between the 1980s and 19902 ( Andrews & Lewis, (2004). It was shown that sustaining transformations demands supporting profound learning; incorporating expansive range of individuals within chains of influences, spread improvement beyond specific schools and efficient utilization of available resources. According to Andrews & Lewis, (2004), i t is essential to share responsibility and develops capacity which would enable people to adapt, learn and prosper from each other within the progressively multifaceted setting.
Concluding sentence B . The question asked is at what point one would consider professional learning communities to have been established efficiently. Sustainability is critical to ensure that professional learning communities is widely adopted and implemented. It is true that little is still well-known concerning the prospective of creating permanently successful professional learning communities. Therefore, more research is needed to make it highly sufficient and efficient.
Transition C. Sustainability concept has become a critical area of concern in the development, adoption, and implementation of professional learning communities in schools which would improve teacher’s professionalization and ultimate benefit to the students.
V. Conclusion
Recap of Key Points A. Professional learning communities’ primary purpose is to ultimately benefit the student through improving teacher’s effectiveness as professionals. The identified gap is related to the issue of sustainability of professional learning communities. The developing of the professional learning communities apparently holds substantial assurance for overall competence development for a sustainable enhancement with more research.
Clincher B. In conclusion, it is imperative to understand the consequences and meaning of the professional learning communities at the practice level. Development of PLC demands more efforts and determination based on the fact that various factors inhibit or facilitate the process, but it is worth the efforts put in their development, however, more research is needed to make it highly sustainable today and in the future. When developed efficiently, it has the potential to improve learning through enhancing the professional aspect of teachers.
References
Andrews, D., & Lewis, M. (2004). Building sustainable futures: Emerging understandings of the significant contribution of the professional learning community. Improving schools , 7 (2), 129-150.
Bolom, R., & McMahon, A. (2005). models: towards a conceptual map. International handbook on the continuing professional development of teachers , 33.
Butler, D. L., Novak, H. J., Beckingham, B., Jarvis, S., & Elaschuk, C. (2001, April). Professional development and meaningful change: Towards sustaining an instructional innovation. In Annual Meeting of the American Educational Research Association, Seattle, April .
East, K. A. (2015). A study of professional learning communities: Characteristics of implementation and perceived effectiveness in improvement schools in West Virginia.
Lewis, M., & Andrews, D. (2000). Creating a school for the 21st century: Experiences of a professional community. Flexible learning for a flexible society , 402-419.
