The Integrated Strategic Planning Framework for Teacher Education and Development (ISPFTED) launched in 2011 identifies the establishment of teacher Professional Learning Communities (PLCs) as an important component in facilitating teacher development and in strengthening teacher professionalism to promote collective participation in professional activities for professional development.
Earlier this year, the Department of Basic Education (DBE) publishedProfessional Learning Communities – A guideline for South African schools, developed in partnership with the Flemish Development Agency (VVOB).
Aimed at Provincial and District officials and school-based educators, the practical and user-friendly guidelines contain invaluable information about setting up a PLC, including addressing the following:
• What are PLCs?
• Why should schools support PLCs?
• Key characteristics of PLCs
• Who is responsible for PLCs?
• Who are the key players in PLCs and what are their roles?
• What is the role of the facilitator?
• What is the role of the school?
• What is the relation with Subject Committees and Subject Associations?
• What activities can be done in a PLC?