Strategy #3: Maintain Professional Learning Communities that allow teachers to work collaboratively to score student work, examine data, and discuss teaching practices in
order to improve student learning.
Goal: Teachers regularly and frequently work as high-performing teams to ensure that all students learn to high levels.
Baseline: PLCs have been implemented for four school years. From 2008-2010, PLCs met on an every other week basis and their work has focused on developing, refining,
and scoring Graduation Portfolio Tasks. From 2010-present, PLC's met weekly during a Friday early release schedule. PLC's have become embedded in the culture of the
school and are valued by teachers. It can be said that 2008-09 was a "forming and storming" year, 2009-10 was closer to a "norming" year, and 2010-11
was a "performing" year. High staff turnover and fragmented PLC agendas resulted in PLC's that were slightly less effective in 2011-12 than the previous year.
PLC Self-Assessment data from 2008-12 school years support this conclusion. K-12 PLC's met four times in 2010-11, primarily to "reconnect" the two schools,
and nine times in 2011-12 in an attempt to begin K-12 curriculum development and alignment work. K-12 PLCs will require significant support and nurturing in
the 2012-13 school year to maintain forward momentum.
2012-13 Benchmark: KMHS PLCs remain "performing" based on self-assessment data. Additionally, other school goals and benchmarks for the year are met. 7-12 PLCs meet on a weekly
basis and measurable progress (see strategy 5 ) is made on ????
2012-13 Progress Summary: