Common use of PLC Clause in Contracts

PLC. A. The Sunnyside School District Curriculum, Instruction and Assessment Conceptual Framework is the guiding document that describes the focus, work and outcomes of all PLCs. Professional Learning Communities (PLCs) shall be planned and directed by classroom teachers. Support will be provided by administrators. Any additions or changes to a PLC agenda at the request of the building administrator will give the PLC a 48 hour notice before the next scheduled PLC. PLCs will be scheduled outside of preparation minutes and shall not be required to be held during a week of three or fewer instructional days, weeks of parent teacher conferences, and during weeks with professional development days. PLCs can be held on the professional development day. B. At the beginning of each year, teachers whose jobs are single in nature (i.e. Specialists and Electives) may determine their PLC. These teachers may choose to form a PLC across buildings for the duration of any given school year. C. Teachers shall not be required to turn in an agenda beyond bulleted topics D. Teachers shall not be required to turn in summaries or plans of action. They may be asked to turn in/share minutes of each meeting. Documents that are created or revised including pacing guides, common assessments, student achievement data, ect. may be linked into the minutes. E. Instructional and technology coaches are ancillary members of the PLC and a resource to aid teachers in developing their instructional practices. The work of the Coach is to assist teachers in building instructional practices. The coach’s support for teachers shall be confidential. Coaches shall not report on the individual support they provide to teachers. Coaches may attend PLCs as a resource. Coaches shall not perform any administrative duties. F. Designated PLC time may be utilized and used for general education and special education teachers to collaborate regarding specific students and specially designed instruction.

PLC. A. The Sunnyside School District Curriculum, Instruction and Assessment Conceptual Framework is the guiding document that describes the focus, work and outcomes of all PLCs. Professional Learning Communities (PLCs) shall be planned and directed by classroom teachers. Support will be provided by academic coaches and/or administrators. Any additions or changes to a PLC agenda at the request of the building administrator and/or coach will give the PLC a 48 hour notice before the next scheduled PLC. PLCs will be scheduled outside of preparation minutes and shall not be required to be held during a week of three or fewer instructional days, weeks of parent teacher conferences, and during weeks with professional development days. PLCs can be held on the professional development day. The Sunnyside School District Curriculum, Instruction and Assessment Conceptual Framework is the guiding document that describes the focus, work and outcomes of all PLCs. B. At the beginning of each year, teachers whose jobs are single in nature (i.e. Specialists and Electives) may determine their PLC. These teachers may choose to form a PLC across buildings for the duration of any given school year. C. Teachers shall not be required to turn in an agenda beyond bulleted topics D. Teachers shall not be required to turn in summaries or plans of action. They may be asked to turn in/share minutes of each meeting. Documents that are created or revised including pacing guides, common assessments, student achievement data, ect. may be linked into the minutes. E. Instructional and technology coaches are ancillary members of the PLC and a vital resource to aid teachers in developing their instructional practices. The work of the Coach is to assist teachers in building instructional practices. The coach’s support for teachers shall be confidential. Coaches shall not report on the individual support they provide to teachers. Coaches may attend PLCs as a resource. Coaches shall not perform any administrative duties. F. Designated PLC time may be utilized and used for general education and special education teachers to collaborate regarding specific students and specially designed instruction.