Chapter 10: Chicago Public Schools

Citation:

Eagan-Watkins, Barbara. (2005). Implementing PLCs in the Chicago Public Schools. In R. DuFour, R. Eaker, & R. DuFour (Eds.). On common ground. (pp. 193-207) Bloomington, IN: Solution Tree.

Abstract:

This chapter is all about how the Chicago public school system implemented PLC's. The school system has over 620 schools and 434,000 students, so this change wasn't exactly done on a small scale level. The majority of the students are from low income families and 14% were limited in english proficiency. Before PLCs were implemented the teacher's and staff were overwhelmed by the demands a large urban school has. The district implemented PLC's to ensure every student in every school received a quality education. The district had to take three steps to implement the PLC. First they had to develop a clear and common vision and mission for the schools. Through careful research and planning, the developed a Education Plan that had three goals. These goals were 1) to provide students with a differential, engaging, challenging curriculum, and strong instructional programs 2) to develop innovative approaches to maintain high quality leadership and teaching, and 3) to maintain schools as strong communities with open communication between teachers, the principal, and other staff. Second they had to support the vision with resources and incentives. Third, they had to commit to allowing time for real change and growth to occur. They created a program called STARS: School Team Achieving Results for students which was focused ono improving instruction and achievement through school leadership teams. There were 135 teams that participated in STARS. The teams were made up of the principal and 4 teacher leaders. The program had 6 major components, to build school capacity, to understand and manage change, to design powerful teaching and learning, to build PLC's, to develop a school leadership team, and to plan for action. The school continues to implement change based around their education plan.

Reflection:
I really liked this chapter because it actually showed PLC's in action. The other chapters have told us all the ways to create a successful PLC, but didn't really show us one. One thing that I found particularly interesting was that the Chicago Public School district had about 85% of their students coming from low income families. Often we hear of low income students being at-risk students, and this district was made up of most of them. This just proves how effective PLC's can be if implemented. They improved learning for all these students, who may not have the support or resources that higher income students have. One thing this chapter showed is the effort that goes into changing a school, and that it doesn't just happen over night. You can tell that the school implemented many programs to help teachers jump on board the PLC and to help them improve professionally. I thought it was really good how much attention was paid to teachers collaborating and working as teams like in the STARS program. I found this chapter particularly helpful, because it actually showed a PLC in motion.