Professional Learning Community (PLC)

  • Early Release
    (90) Minute PLC / PD Days *
    1st Semester 2nd Semester
    August 16 January 10
    August 23 January 17
    August 30 January 31
    September 13 February 7
    September 20 February 14
    September 27 February 28
    October 11 March 6
    October 25 March 13
    November 1 March 27
    November 8 May 8
    November 22 May 15
    December 6  
    December 13 *No Early Release days in April due to State Testing
  • Transportation on PLC
    Buses run exactly 90 minutes earlier every PLC Friday afternoon. See the schedule on the Start and Dismiss Times page.
  • From the Experts

    Teams in professional learning communities (PLCs) relentlessly question the status quo, seek new methods of teaching and learning, test the methods, and then reflect on the results together.  
             Rick DuFour, EdD. An educational advocate noted for developing strategies to create collaborative teaching environments K-12. 

    When students know what they are learning and the lesson flows well, students learn more. Teacher clarity is likely to ensure that the impact on students is significantly greater than average.
            John Hattie. A researcher of evidence based quantitative methodologies on the influences of student achievement.


    When schools and districts shift their coaching efforts from individuals to teams, they amplify the positive effects on teaching and learning.
            Amplify Your Impact, Coaching Collaborative Teams in PLCs at Work.
    A high level of teacher collaboration significantly improves student achievement. PLCs that examine student work and analyze data more frequently have higher levels of teacher morale.
            Lindsey Devers Basileo. Senior Research Analyst at Learning Sciences International.
  • Professional Learning Communities

    Professional Learning Communities (PLCs) provide a systematic means of improving instruction and school culture.  The professional learning community (PLC) model gives our schools a framework to build teacher capacity to work as members of high-performing, collaborative teams that focus on improving student learning. The framework requires our schools to have a solid, shared mission, vision, values, and goals; collaborative teams that work interdependently to achieve common goals; and a focus on results as evidenced by a commitment to continuous improvement.

    During the 2019-2020 school year, teams of teachers, curriculum/professional development teacher leaders, instructional coaches, and principals will meet most Fridays to answer the four driving PLC questions:

    1. What do we want students to know?

    2. How will we know that they have learned it?

    3. What do we do if they didn’t learn it?

    4. What do we do if they already know it?

    Some teams may span buildings as art, music, PE, elective teachers, and other groups to be able to have these important conversations. In other buildings, the work will continue at grade level or in content areas. Support staff such as special education and gifted education teachers, academic interventionists and teacher librarians will be part of teams within buildings to offer input in decisions about what students need to move forward.

    The district has embraced this process and will continue to actively support staff in this important work. Our students deserve our best. PLCs provide the framework for all staff to work collaboratively for the success of ALL.


    Download a pdf document with PLC and PLC Child Care information (ENG and ESP)


    DVUSD PLC graphic  

    The Power of “Why” within Professional Learning Communities…….


    Learning By Doing, Solution Tree Press,

    Why Do We Have A Shared Vision of District-wide PLCs?


    A shared vision shows where we want to go and what we will be like when we get there.  Vision gives shape and direction to the organization’s future.  

    Shared Vision

    Why Should We Collaborate?


    Quality teaching is not an individual accomplishment, it is the result of a collaborative culture that empowers teachers to team up to improve student learning beyond what any one of them can achieve alone.  (Carroll, 2009).