ABSTRACT

In lieu of more traditional types of professional development (PD), many teachers are joining together in learning groups within and across schools, sometimes including district administration and university faculty. These groups are sometimes called “professional learning communities” (PLCs). Participants in these groups strive to support their own and each other’s learning and development, and ultimately, student learning. These groups engage in a variety of activities, including analyzing student work or videos of classroom teaching, and writing or adapting curriculum. Although different groups may engage in the same activities, how the groups engage in these activities may look (and sound) quite different, depending on the particular goals, dispositions, cultural norms, and discourse practices of the group.