Together with the Department of Basic Education (DBE), and with the funding of the European Union (EU) and the Belgian Government, VVOB South Africa organised a series of dissemination events to share the evaluation of the Professional Learning Communities (PLCs) Pilot. Dissemination Events (March-April 2019) were organised in the three pilot provinces: North West, Northern Cape and Free State. The purpose of these events was to share the results of the year-long pilot and answer questions like: what makes PLCs effective? What are essential ingredients for effective PLCs? And what are the effects of the PLCs on inclusive classroom practices?
In the beginning there was…
Flashback to 2014-2015: the ISPFTED is stressing the importance of PLCs as important tools to support the professional development of teachers. PLCs are groups of professionals who decide to come together to learn with and from each other on needs they have identified for themselves. VVOB supports DBE to develop the national PLC Guidelines, which become official beginning of 2015, and VVOB assists in rolling out training to the district officials of the provinces.
2017-2018 – PLCs in and between ordinary, Full Service Schools and Special Schools were piloted as a sustainable model for continuous professional development in inclusive education (IE) for foundation and intermediate phase teachers. The pilot aimed to strengthen inclusive education by utilising the expertise of Full-Service and Special Schools as Resource Centres.
The PLC Pilot
VVOB South Africa, in collaboration with the Department of Basic Education (DBE) launched 12 PLCs in 3 provinces: Free State, North West and Northern Cape. Per PLC, there were educators from 3 to 6 schools present, coming from a mix of Public Ordinary Schools, Full Service Schools and Special Schools.
Harvesting and disseminating results
An evaluation on the pilot was done, with questions such as “What makes PLCs effective?”, and “What are the effects of the PLCs on inclusive classroom practices?”, as the guiding framework to measure change amongst the PLCs. Belgian university KU Leuven, and the South African universities of Sol Plaatje and the University of Technology in the Free State province, helped VVOB in gathering and analysing data on PLCs throughout the pilot. The results of these evaluations have been shared during 4 dissemination events, looking into lessons learned from the pilot and identifying how PLCs can further be nurtured at a school level.
The data showed that PLCs can be successful across quintiles and geographic spread. The selection of topics rested with the teachers participating in the PLCs and keeping with the needs-based nature of PLCs, it was clear that these topics did not need to be subject-based. Indeed, a wide range of topics were covered in the PLCs, from identifying and accommodating different types of barriers like ADHD, to teaching strategies such as the use of technology in the classroom. Language appeared to be the most important key challenge faced by teachers. A skilled facilitator ensured that the topics discussed were seen through an inclusive education lens, focusing on quality teaching for all.
To run an effective PLC, 6 essential ingredients have been identified. First of all, PLCs should be needs-driven. Teachers should be able to choose the topics at hand, based on their own needs and dealing with topics that are important to them at that time. This allows PLCs to be practice-oriented and interactive. Second, there should be mutual trust and respect in between the members of a PLC, so that these members can make sure everyone in the PLC feels at ease and able to talk freely, and provide emotional support.
A PLC works best when responsibility is shared. This includes everyone being prepared for meetings, learning from each other and sharing and implementing ideas. Support from School Management is crucial for the success of the PLC. Teachers cited time off and buy-in from principals as key. Facilitation skills are also cited as key to effective PLCs. As an arbitrator of disputes and director of discussions, the facilitator plays a key role in safeguarding feelings of mutual trust and respect and quality of discussions. Lastly, it was useful to invite experts (based on needs) with external views and expertise. Challenges and barriers for PLCs to function effectively include distance and transport, time, passive and non-committed members, and training fatigue as workshops are prioritised over PLCs.
The PLCs in this pilot were perceived as an effective method for adapting teacher strategies, and stimulating teacher collaboration. Regarding the teacher strategies, teachers have indicated that they have improved their knowledge and skills. Thanks to the PLC, they have gained confidence in the classroom, and have become better at addressing learners’ needs. And what’s more: there are better outcomes in reading and writing. In terms of teacher collaboration, sharing with other teachers outside the PLC, feeling supported, and sharing ideas within the schools, have made the PLCs a success. Overall, PLCs are an effective method of CPD for teachers, as they take ownership of their own development, and PLCs should therefore be prioritised.
The PLC pilot was implemented with support of VVOB – education for development through funding from the European Union and the Belgian Government.