Our Trip to the Eaton Centre
Reflective Journal Entry #3
Being a Productive Member of a PLC
According to the Ontario College of Teachers’ Foundations of Professional Practice document: “Members promote and participate in the creation of collaborative, safe and supportive learning communities.”
Before I begin reflecting on our trip to the Eaton Centre and the work within my PLC, I would like to comment on the value of looking at some of these documents created by the OCT. While a lot of what is said in the “Foundations of Professional Practice” may seem obvious to most teachers, it is a good idea to have these “foundations” in writing and clearly stated for all to see. This course, and other AQ courses, gives teachers the opportunity to look at these and other OCT documents and self-evaluate where he/she stands with regards to these standards. We evaluate students all the time; it is healthy to evaluate ourselves from time to time as well. Being a member of a PLC is fairly new for most Ontario teachers; therefore, we should reflect on our participation and production in these communities.
One of our first tasks before even planning the focus of the trip was to discuss the behaviour expectations of PLC members in general. The discussion revolved around the article “Professional Learning Communities: Purpose, Promises, and Practices”. While most of us agreed that the comment “find work elsewhere” in the article was problematic, a number of teachers did comment that they would not want to work with certain members of their current staff. I found this unfortunate. While I do not get along with all members of the staff at my school, I would willingly work with them on any PLC. Let’s not forget that the first letter in PLC is for “professional” not “personal”.
I was very fortunate to have worked with two creative and friendly colleagues on the Eaton Centre field trip. Both Susann and Nichola are very artistic and creative, which are two attributes I lack. What I do feel I contributed to the group was my organizational skills and task oriented personality. I like to think that I kept the group focused and on task when necessary. Being the oldest in the group and perhaps the most cynical of the three I also kept the group grounded and the task realistic. What I lacked in creativity I made up for in helping the group “keep their eyes on the prize”.
In conclusion, all teachers have something to contribute to a Professional Learning Community. The trick is to find that role for everyone and to make them feel they are a supported and respected member of a productive PLC.
