It's been almost six weeks since I last reported on the PLC journey at Spring Creek Elementary School in Richardson, Texas.

While my daughter Leslie was inspired to learn more about professional learning communities through her participation at our summer conference, her principal became interested after attending summer seminars sponsored by the school district. On the first staff development day reserved for whole faculty meetings, the principal introduced the concept of PLC, and said that the old model of action teams would be replaced by PLCs.

A new superintendent had offered a new vision meant to inspire new actions among the district staff, and Leslie's principal decided that their PLCs would align to the new vision and district goals. In the past, action teams were assigned by the principal. This year, the faculty would examine the vision and district goals together, and determine the focus for their own PLCs. Following a schoolwide conversation, focus areas were chosen for the PLCs. Among the priorities were curriculum, schoolwide discipline, enrichment, and technology.?

Leslie chose the team on curriculum and instruction. Her team is working hard to find ways to help all staff members differentiate teaching. I am looking forward to hearing her assessment of the impact of the PLCs on her teaching and her students as the year progresses.?

However, with this update I focused my attention on Leslie's Principal, Candi Judd. I wondered what made the PLCs different than previous structures at Spring Creek, and she indicated the following:

• Topics were identified by the faculty;
• Faculty members were allowed to select their PLCs;
• Regular time is scheduled; and
• Results are measured by new academic goals.

She said in her role as chief PLC facilitator, she was committed to:

• Providing resources including time;
• Allocating time for PLCs;
• Monitoring PLC activity; and
• Convening the chairs to determine the progress that is being made.

She is excited about how their work will impact her and the students. The enrichment community has spent considerable time studying and planning for a new enrichment block for all students. Every teacher will ultimately teach special topic during a weekly enrichment block.

Finally, I wanted to know more about how she was going to judge the success of the PLC. Specifically, what data that would be used to assess the impact of the new PLC structure? Since the school had successfully achieved exemplary status on the state's performance system the three years ago, they had established higher performance goals. Her goals included increasing the number of students who reach commended as opposed to merely passing. And six weeks benchmarks have just arrived. I wonder whether the scores will dictate any changes to the PLC.

Following our short debriefing, I suggested the team watch the Stults Road Elementary School video on our website. Next month I want to revisit the outcomes they have for the PLC. I wonder how watching the video may impact how they view the way they approach PLCs. Both Leslie and her principal will attend our annual conference this year, and I wonder how their experiences will impact what happens in their school. I wonder how, when the communities start to share their learning, what impact it will have on the future of the PLC, and their school.?

I have lots of questions. I have lots of hope. I am holding back from telling and trying to play the important role of encourager. I am feeling very fortunate that I have a teacher and a principal so willing to share their feelings, expectations, and learning. I look forward to seeing what happens next, and how practice evolves over the year and the impact on the faculty and the students. I hope you will share what you hope to learn from this story as well as what you want to share with the faculty. Write us and tell us what you are thinking.

Stephanie Hirsh is Learning Forward's executive director.