Virtual Professional Learning Communities for Educators

Abstract

A virtual professional learning community (PLC) has the potential to impact positive change in a variety of work environments. The PLC model fosters collaboration and community among educators while achieving learning goals and shaping professional practice. As educators, we are often presented with professional learning opportunities that feel irrelevant to our daily classroom practice. Professional development opportunities often miss their mark because the stakeholders do not feel vested in the learning. Professional development delivered through a PLC model leverages the collective experiences of the participants with the powerful reflection that comes through collaboration. Well-designed PLCs engage stakeholders because the PLC model takes into account adult learning styles and hinges on the meaningful contribution of each participant. Thus, PLCs are a powerful tool for delivering professional development and shaping positive outcomes. This chapter will examine the definition of a PLC, describe the logistics of designing and implementing a meaningful community of virtual learners, and offer a first-hand account of how a virtual PLC was implemented in a middle school to impact professional practice. While the anecdotal accounts are specific to a middle school environment, the fundamental aspects of PLC design and implementation can be applied across a wide array of professional environments. Thus, much of the chapter content will be applicable beyond the scope of a school.