Principal - November/December 2019 - 61

results from the implementation of
the PLC model.
Parent Perspectives

While teachers' perceptions of PLC
effectiveness have been studied extensively, parents' perceptions haven't.
What do parents think of a model
that often takes instructional time
from the school day and disrupts
the normal school schedule? In the
Midwestern school district we studied, school begins an hour later on
Wednesday mornings to allow teachers to meet with PLC teams; buses
also run an hour later, and class periods are shortened.
Parents reported several negative
impacts of the late start, including
disturbance to work schedules,
disturbance to student routines,
difficulty arranging transportation
and child care, and economic losses.
Also, parents who leave older children home unsupervised for that
hour worry about them getting off to
school by themselves.
However, parents reported several positive impacts of the altered
morning schedule, as well. They
appreciate that their children get an
extra hour of sleep once a week, have
more time for breakfast, have more
free and family time before school,
and have more time for homework. Some parents indicated that
Wednesday is their favorite day of
the school week because of the more
relaxed morning pace ("We love
Wednesdays-[they are] a chance
to catch our breath in the middle of
the week!"). Others expressed the
opposite opinion.
Of parents who reported having
an opinion about the district PLC,
60 percent felt "somewhat positive"
or "very positive," and 40 percent felt
"somewhat negative" or "very negative." Parents who experienced the
most disruption tended to question
PLCs the most, asking questions such
as, "How can taking time away from
learning improve results?" and "Why
can't PLCs be done after school if
they're so important?"
www.naesp.org

A Communication Gap

While parents reported some positive
impacts of PLCs, the perceived benefits look different from those noted by
teachers. Teachers focus on improvements in collegiality and teaching
effectiveness, while parents largely
appreciate the weekly PLC time for
quality-of-life reasons and seem to
have little knowledge of the potential
academic benefits.
Some 79 percent of parents indicated they don't feel informed about
what teachers used PLC time for,
and 75 percent responded that they
wanted more information. But while
30 percent of teachers said they
share information about PLCs at
parent-teacher conferences, only 15
percent of parents reported receiving
such information.
We also learned that while the
school district made significant outreach efforts to the community when
first implementing the PLC model,

Parents largely appreciate
the weekly PLC time for
quality-of-life reasons, and
they seem to have little
knowledge of the potential
academic benefits.

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Principal - November/December 2019

Table of Contents for the Digital Edition of Principal - November/December 2019

from the editor
Snapshots
5 Things
Intertwined for Achievement
Planting the SEAD
Making PLCs a Plus
Measuring Up
Look Out for the Leader
Engagement Across the Generations
The Sum of Its Parts
Putting the “Fun” in Fundraising
NAESP 2019 National Distinguished Principals
In the Spotlight
Practitioner’s Corner
Raising the Bar
Principal’s Bookshelf
School Law
NAESP Partners & Advertiser Index
Speaking Out
Parents & Schools
Parents & Schools
Principal - November/December 2019 - Cover1
Principal - November/December 2019 - Cover2
Principal - November/December 2019 - 1
Principal - November/December 2019 - 2
Principal - November/December 2019 - 3
Principal - November/December 2019 - from the editor
Principal - November/December 2019 - 5
Principal - November/December 2019 - Snapshots
Principal - November/December 2019 - 7
Principal - November/December 2019 - 5 Things
Principal - November/December 2019 - 9
Principal - November/December 2019 - Intertwined for Achievement
Principal - November/December 2019 - 11
Principal - November/December 2019 - 12
Principal - November/December 2019 - 13
Principal - November/December 2019 - 14
Principal - November/December 2019 - Planting the SEAD
Principal - November/December 2019 - Making PLCs a Plus
Principal - November/December 2019 - 17
Principal - November/December 2019 - 18
Principal - November/December 2019 - 19
Principal - November/December 2019 - Measuring Up
Principal - November/December 2019 - 21
Principal - November/December 2019 - 22
Principal - November/December 2019 - 23
Principal - November/December 2019 - Look Out for the Leader
Principal - November/December 2019 - 25
Principal - November/December 2019 - Engagement Across the Generations
Principal - November/December 2019 - 27
Principal - November/December 2019 - The Sum of Its Parts
Principal - November/December 2019 - 29
Principal - November/December 2019 - 30
Principal - November/December 2019 - 31
Principal - November/December 2019 - Putting the “Fun” in Fundraising
Principal - November/December 2019 - 33
Principal - November/December 2019 - 34
Principal - November/December 2019 - 35
Principal - November/December 2019 - NAESP 2019 National Distinguished Principals
Principal - November/December 2019 - 37
Principal - November/December 2019 - 38
Principal - November/December 2019 - 39
Principal - November/December 2019 - 40
Principal - November/December 2019 - 41
Principal - November/December 2019 - 42
Principal - November/December 2019 - 43
Principal - November/December 2019 - In the Spotlight
Principal - November/December 2019 - 45
Principal - November/December 2019 - Practitioner’s Corner
Principal - November/December 2019 - 47
Principal - November/December 2019 - 48
Principal - November/December 2019 - 49
Principal - November/December 2019 - Raising the Bar
Principal - November/December 2019 - 51
Principal - November/December 2019 - Principal’s Bookshelf
Principal - November/December 2019 - 53
Principal - November/December 2019 - School Law
Principal - November/December 2019 - NAESP Partners & Advertiser Index
Principal - November/December 2019 - 56
Principal - November/December 2019 - 57
Principal - November/December 2019 - Speaking Out
Principal - November/December 2019 - 59
Principal - November/December 2019 - Parents & Schools
Principal - November/December 2019 - 61
Principal - November/December 2019 - 62
Principal - November/December 2019 - 63
Principal - November/December 2019 - Parents & Schools
Principal - November/December 2019 - Cover3
Principal - November/December 2019 - Cover4
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