Framing PLC Conversations as Advocacy: A Project for Teacher Education

Everyday advocacy

by Jessica Rivera-Mueller with Jamie Ammirati, Jocelyn Bitner, Stephanie Ferguson, Joshua Killpack, Kenzie Randall, Morgan Sanford, and Mackenzie Wilson

For many secondary teachers, Professional Learning Communities provide a context for communicating with fellow teachers about the most pressing issues in their local teaching contexts. In doing so, teachers have an opportunity to advocate for particular pedagogical beliefs and practices. As a former high school English teacher and a teacher educator, I (Jessica) know, however, that PLCs are complex spaces where discourses converge. PLCs are not inherently good or bad; instead, the communities are made by members who perceive the purposes of these conversations. While PLC conversations can provide an opportunity for teachers to discuss ways to support student learning and examine the meaning and significance of that learning, these conversations can also be viewed as just another required meeting. When teachers view participation in PLCs as a technocratic activity they…

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