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The principal, Emily, embeds PLC time into the school day through a student “Buddy Day” system, while tensions emerge among principals, teachers, parents, and union guideline constraints. The narrative details Bayside’s rural context, staffing, dual-track French immersion, and targeted literacy improvement. It contrasts assessment PLCs occurring biweekly after school with instructional PLCs during school hours to build teacher knowledge.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/organizing-for-professional-learning-communities-embedding-professional-learning-during-the-school-day/596533/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/organizing-for-professional-learning-communities-embedding-professional-learning-during-the-school-day/596533.png","ImageObject",300,407,{"name":92,"@type":93},"Alexandar","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the case study focus on when implementing PLCs?","Question",{"text":112,"@type":113},"It focuses on how the school administration implements a PLC initiative without additional funds earmarked for implementation.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does Bayside embed PLCs into teachers’ schedules?",{"text":117,"@type":113},"The principal creates a Buddy Day system so teachers can meet for PLCs during the school day, while assessment PLCs are scheduled after school.",{"name":119,"@type":110,"acceptedAnswer":120},"What are the two types of PLCs described, and when do they occur?",{"text":121,"@type":113},"Assessment PLCs take place every two weeks after school, while instructional PLCs occur during the school day and usually last one teaching block (100 minutes), about monthly.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596533,1792165862,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},962090768658,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","ORGANIZING FOR PROFESSIONAL LEARNING COMMUNITIES:  \nEMBEDDING PROFESSIONAL LEARNING DURING THE SCHOOL DAY  \nKristen Ferguson, Nipissing University  \nThis case study presents the struggles faced by a school administration in  \nimplementing a professional learning community (PLC) initiative without  \nadditional funds earmarked for implementation. In this case, Emily, the  \nprincipal of Bayside Public School, creates a Buddy Day system for students  \nthat provides teachers with time during the school day to meet for PLCs;  \nhowever, tensions among the principals, teachers, parents, and union  \nguidelines arise. The teaching notes section explores other readings about  \nprofessional development, the viewpoints ofthe various stakeholders in the  \ncase, and provincial documents about the implementation of PLCs.  \nCase Narrative  \nBayside Elementary School  \nBayside Elementary School is one of the largest elementary schools in a rural school board in Canada. It serves an amalgamation of communities of approximately 10,000 residents whose primary industries are agriculture and forestry. Bayside is a medium-large junior kindergarten to Grade 8 school. Bayside has special programming for students with behavior needs, autism, and also has a special education workplace skills program for the intermediate grades. It is also labeled a dual track school because of its French Immersion program. The students who attend Bayside come from a variety of socioeconomic backgrounds and are mostly English-speaking of White European descent; Bayside also has a small but significant population  \nof First Nations students. It has 32 teachers, 12 educational assistants, a literacy coach, a viceprincipal, and a principal. Most teachers are active within the teachers’ union and teacher support for the union’s guidelines and actions is high. Bayside also has an active and influential parent council, generally scores well on the province’s standardized test, and receives no extra funding from outside the school board. Other schools in neighboring communities do not fare as well on the provinces’ standardized tests and have received extra funding, such as monies from the Ministry of Education and from the Council Directors of Education, to help improve their scores.  \nEmily, the principal at Bayside, is an experienced teacher with more than five years of school administration experience but is new to Bayside this year. Emily had worked with some of Bayside’s teachers as a peer when she was a teacher, including Grace, Bayside’s literacy coach. Melissa has been the vice-principal of Bayside for two years. Before becoming a vice-principal, Melissa was a literacy coach at a neighboring school.  \nImplementing Embedded Professional Learning  \nEmily believes that professional learning is very important for teachers. She also believes that she too has much to learn and that she is not an expert in all curricular areas. Emily was eager to work with Grace to implement professional learning communities (PLCs) when she first arrived at Bayside. A PLC is a group meeting of educators who, as a collective, use inquiry and data to enhance student learning while at the same time increasing teacher knowledge and learning (Literacy and Numeracy Secretariat, 2007) . Because Bayside is a medium-large school, Emily, Melissa, and Grace decided together that PLCs should be conducted by division level, meaning the primary teachers (kindergarten to Grade 3) meet together and the junior and intermediate teachers meet together (Grades 4 to 8) . Emily wanted to align her school’s  \nimprovement goals to those goals encouraged by the school board and thus decided that all PLCs for the year would focus on literacy. In order to address the dual purposes of PLCs (teacher learning and improved student achievement), Emily worked with Grace to develop two distinct types of PLCs: assessment PLCs and instructional PLCs.  \nAssessment PLCs take place every two weeks, are a half an hour in length, and","cbCaih3wSTnaSvDd","https://ap.wps.com/l/cbCaih3wSTnaSvDd","pdf",625835,"English","# Case Narrative\n## Bayside Elementary School\n## Implementing Embedded Professional Learning\n### Assessment PLCs\n### Instructional PLCs","[{\"question\":\"What problem does the case study focus on when implementing PLCs?\",\"answer\":\"It focuses on how the school administration implements a PLC initiative without additional funds earmarked for implementation.\"},{\"question\":\"How does Bayside embed PLCs into teachers’ schedules?\",\"answer\":\"The principal creates a Buddy Day system so teachers can meet for PLCs during the school day, while assessment PLCs are scheduled after school.\"},{\"question\":\"What are the two types of PLCs described, and when do they occur?\",\"answer\":\"Assessment PLCs take place every two weeks after school, while instructional PLCs occur during the school day and usually last one teaching block (100 minutes), about monthly.\"}]","ORGANIZING FOR PROFESSIONAL LEARNING COMMUNITIES - EMBEDDING PROFESSIONAL LEARNING DURING THE SCHOOL DAY | PDF",1792083250,48]