Bringing PLCs to K-20: Student Learning Communities as a Pivotal Practice for Talented Youth

Abstract

This chapter describes how professional learning communities, an educator practice, can be brought to K-20 classrooms as a pivotal practice for talented youth as Student Learning Communities (SLCs). Several research-based models are used as the theoretical framework, including Professional Learning Communities (PLCs; DuFour, 2004; DuFour et al., 2010), Culturally Relevant Intentional Literacy Communities (CRILCs; Parker, 2022), and Learner-Centered Classrooms (Tomlinson, 2021). The SLC Model is composed of three levels; the first two parts lay the groundwork of the learning environment (Community Space and Place) and curriculum (Progress-Based Learning Goals with Relevant Content) for the successful implementation of the SLCs (Student Learning Communities) in the third level. The chapter concludes with examples of operationalizing the pivotal practice.