Professional Learning Communities
Name: 


A red asterisk (*) indicates required questions.

  1. Reflective Dialogue:

    Faculty/staff members talk with each other about their situations and the specific challenges they face.*
     
      1 2 3 4 5  
    Not at all  To a great extent


  1. Deprivatization of Practice:

    Teachers share, observe, and discuss each other's teaching methods and philosophies.*
     
      1 2 3 4 5  
    Not at all  To a great extent


  1. Collective Focus on Student Learning:

    Teachers assume that all students can learn at reasonably high levels and that teachers can help them.*
     
      1 2 3 4 5  
    Not at all  To a great extent


  1. Collaboration:

    Teachers not only work together to develop shared understandings of students, curriculum, and instructional policy, but also produce materials and activities that improve instruction, curriculum and assessment.*
     
      1 2 3 4 5  
    Not at all  To a great extent


  1. Shared Norms and Values:

    Through words and actions, teachers affirm their common values concerning critical educational issues and in support of their collective focus on student learning.*
     
      1 2 3 4 5  
    Not at all  To a great extent


  1. Openness to Improvement:

    Teachers take risks in trying new techniques and ideas and make efforts to learn more about their profession.*
     
      1 2 3 4 5  
    Not at all  To a great extent


  1. Trust and Respect:

    Teachers feel honored for their expertise within the school as well as within the district, the parent community and other significant groups.*
     
      1 2 3 4 5  
    Not at all  To a great extent


  1. Cognitive and Skill Base:

    Within the school there are formal methods for sharing expertise among faculty members so that marginal and ineffective teachers can improve.*
     
      1 2 3 4 5  
    Not at all  To a great extent


  1. Supportive Leadership:

    The school leadership keeps the school focused on shared purpose, continuous improvement, and collaboration.*
     
      1 2 3 4 5  
    Not at all  To a great extent


  1. Socialization:

    The staff imparts a sense that new teachers are an important and productive part of a meaningful school community.*
     
      1 2 3 4 5  
    Not at all  To a great extent


  1. Time to Meet and Talk:

    There is a formal process that provides substantial and regularly scheduled blocks of time for educators to conduct ongoing self-examination and self-renewal.*
     
      1 2 3 4 5  
    Not at all  To a great extent


  1. Physical Proximity:

    Teachers have common spaces, rooms, or areas for discussion of educational practices.*
     
      1 2 3 4 5  
    Not at all  To a great extent


  1. Interdependent Teaching Roles:

    There are recurring formal situations in which teachers work together (team teaching, integrated lessons, etc.).*
     
      1 2 3 4 5  
    Not at all  To a great extent


  1. Communication Structures:

    There are structures and opportunities for an exchange of ideas, both within and across such organizational units as teams, grade levels, and subject departments.*
     
      1 2 3 4 5  
    Not at all  To a great extent


  1. Teacher Empowerment and School Autonomy:

    Teachers have autonomy to make decisions regarding their work guided by the norms and beliefs of the professional community.*
     
      1 2 3 4 5  
    Not at all  To a great extent