Professional Learning Communities Survey
Name: 


  1. REFLECTIVE DIALOGUE
    Faculty/staff members talk with each other about their situations and the specific challenges they face. 


  1. DE-PRIVATIZATION OF PRACTICE
    Teachers share, observe & discuss each others' teaching methods & philosophies. 


  1. COLLECTIVE FOCUS ON STUDENT LEARNING
    Teachers assume that all students can learn at reasonably high levels & that teachers can help them. 


  1. COLLABORATION
    Teacher not only work together to develop shared understandings of students, curriculum & instructional policy, but also produce materials and activities that improve instructions, curriculum and assessment. 


  1. SHARED NORMS AND VALUES
    Through words and actions teachers affirm their common values concerning critical educational issues and support of their collective focus on student learning. 


  1. OPENNESS TO IMPROVEMENT
    Teachers take risks in trying new techniques and ideas and make efforts to learn more about their profession. 


  1. TRUST AND RESPECT
    Teachers feel honored for their expertise withing the school as well as within the district, the parent community and other significant. 


  1. COGNITIVE AND SKILL BASE
    Within the school there are format methods for sharing expertise among faculty members so that marginal and ineffective teacher can improve. 


  1. SUPPORTIVE LEADERSHIP
    The school leadership keeps the school focused on shared purpose, continuous improvement and collaboration. 


  1. SOCIALIZATION
    The staff imparts a sense that new teachers are an important and productive part of a meaningful school community. 


  1. STRUCTURAL CONDITIONS
    Time to Meet and Talk
    There is a formal process that provides substantial and regularly scheduled blocks of time for educators to conduct on-going self examination and self renewal. 


  1. PHYSICAL PROXIMITY
    Teachers have common spaces, rooms or areas for discussion of educational practices. 


  1. INTERDEPENDENT TEACHING ROLES
    There are recurring formal situations in which teachers work together (team teaching, integrated lessons etc.) 


  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 departments. 


  1. TEACHER EMPOWERMENT AND SCHOOL ANATOMY
    Teacher have autonomy to make decisions regarding their work guide by the norms and beliefs of the professional community 





Mrs. Dean-McGruder
GA