By Juben M. Valenzuela, Teacher III, Sto. Domingo Elementary School


It refers to a community of educators who interact on a daily basis, exchanges their knowledge, as
well as collaborate to enhance teaching abilities and learner academic achievement. It is relatively
known as small-group cooperation which is often referred to as a type of professional growth
within the system of educational institutions. Focus on student learning, the goal of all acts inside
a professional environment must strive to help students improve as well as flourish. This
component is defined through constant discussions and decisions concerning curriculum, training,
including practice which are focused upon pupil performance. Interaction among teachers, teachers
cultivate professional connections which motivate them to exchange thoughts, educate from one
another, as well as assist one task. This factor, usually known simply functionalization of
technique, refers to the actions that enable professionals voluntarily extend their lessons to certain
other professionals for appraisal. Teachers and leaders collaborate to achieve the learning
objectives they have outlined for respective pupils. The school’s administrators are always looking
for new methods to create chances therefore for instructors to acquire, grow as leaders, and reflect
on their teaching performances. The fundamental goal of the learning community approach aims
to increase learners’ possibilities to understand and achieve. Teachers at learning community
schools participate in collaborative exercises aimed at assisting them in improving their teaching
methods. Their students are sure to benefit as teachers communicate perspectives, acquire
innovative as well as improved methods that educate, and put what they’ve studied into practice in
the classroom convention. Teachers can use the method of evaluation that gain insight on and

create an understanding of what they’ve acquired and participated in through collaborative
discussion with their colleagues. Pulling aside to contemplate thoroughly on and get a deeper
knowledge of personal or organizational objectives, convictions, and activities is what reflective
practice involves. It fosters fresh insights and serves as a foundation for activities that contribute
to better educational practice and continuing teacher and student development. The academic
material regarding school development and renovation has centered on the features of functional
institutions and the relevance of the supervisor’s position of leadership, it depends on him/her on
how he/she will motivate teachers to attain all of the essential objectives in PLC. The activities
given by PLC are such huge assistance for both students and teachers. It forms a cycle wherein the
student acquires understanding from teachers, while teachers can also accommodate new ideas
through their interaction among their students. If I will suggest topics or issues that I would like to
include in terms of designing my own PLC, I will give emphasis to the teacher’s leadership
enhancement and concentrate on educational equity. Teachers’ leadership must enhance because

learners depend on them, as well as their colleagues. Through their interaction among their co-
teachers, they are able to interact or create a discussion that is relevant to address the issues among

students at the present time. Concentrating on educational equity, teachers in the learning
community model are given opportunities and chances to communicate and concentrate
cooperatively on student evidences. They are in a diverse situation to provide awareness into the
educational weights of the student demographics’ subcategories. Teachers must address this issue
properly because the efficient learning of learners depends on the actions that they will do.