PLC+Feedback+and+Recommendations

To elicit information regarding the participants' experiences prior to participating in this PLC study and their perceptions of the PLC as a professional development model, we collected pre-PLC and post-PLC questionnaires from the participants. An analysis of these questionnaires is as follows.

Part-Time Instructors, Community Participation, and Scattered Schedules
In participants’ pre-PLC surveys, they were asked to explain their past experiences as teachers and to describe all educational communities in which they currently belonged.

According to their survey responses, participants defined being “part of a community” as participating in social or academic activities sponsored by the university (such as readings, lectures, meetings) or as participating in English department activities (such as attending departmental meetings).

Teaching night classes and online classes were listed as factors preventing participants from feeling more a part of the “community” of CSU faculty. Another factor negatively impacting participants’ sense of community was the “scattered” schedules many part-time instructors have. That is, three of the five participants taught at CSU and at least one other institution. Therefore, their time was divided across courses and campuses.

Participants acknowledged that teaching at a university (rather than at a community college or technical college) offered more opportunities for instructors to engage in research or other scholarly activities (i.e., poetry readings, lecture series). Further, they expressed a desire to be more active in conducting research or be more present “socially” on campus. Yet, due to their “scattered schedules,” participants had little time to become more involved in campus or departmental activities.

The PLC: Supporting Instructors through Discussions and Reflection
In participants’ post-PLC surveys, they were asked to identify a single aspect of the PLC experience they found most beneficial in terms of offering them support as a composition instructor. Participants identified attending the regular PLC meetings, discussing teaching ideas with their colleagues, and completing the PLC portfolio as all contributing to their professional development and support.

Regarding the regular meetings, one participant explained, “I greatly anticipated our meeting times and discussions, and I always walked away feeling refreshed, invigorated, and full of enthusiasm for my classes. I learned that many faculty members struggle with the same issues; thus, by raising awareness and offering an opportunity for growth and development, I felt less alone and more a member of a team.” Another participant replied, “I have really enjoyed being part of the PLC. Since I'm working remotely and part-time, I don't get many opportunities to discuss my students with other teachers. My fellow participants have provided me with new and interesting teaching methods and assignment ideas to try in the classroom, and it has been wonderful to be reminded that I am not alone in worrying about my students' performance.” In short, the regular meetings provided participants with opportunities to discuss common teaching issues or concerns and share new teaching ideas. As a result, the participants expressed feeling less alone; instead, they now felt part of a team or support system.

The portfolio was also viewed positively by the participants; the process of completing the portfolio caused participants to “reflect” and “to take a hard look at my own assignments.” For one participant, the portfolio project served as a catalyst for conducting research on best practices for teaching a specific concept (coherence within academic writing). Another participant commented on the “student feedback” requirement within the portfolio, stating, “I probably would not have gone through the trouble that I did to receive student feedback (or, perhaps, “force” student feedback). This feedback taught me how to improve my assignments and my approach to the classroom in general. “

Overall, then, the participants viewed the PLC as an effective means for providing them with support. By feeling part of a team/support system, the participants actively engaged in on-campus community. By discussing their teaching ideas, students’ feedback, and students’ performance, they gained valuable input and advice from their colleagues. Finally, by compiling their portfolios, they closely examined their own teaching practices and reflected on ways to improve their practices for future semesters.

Recommendations
Finally, participants were asked (in their post-PLC questionnaires) to provide recommendations regarding modifications of the PLC for future use among part-time instructors. Participants' responses included the following.

I think this was extremely beneficial, particularly for part-time faculty, as it built a bridge for instructors who tend to feel alone and out-of-the-loop, so to speak.

I most definitely would recommend that a first-year composition program adopt this model. As a lecturer, I felt supported and like I was a part of a community. Not only did it improve my pedagogy, but it made me care more about what I was doing in the classroom. I think that lecturers can oftentimes feel unappreciated, especially since the pay is so low, and this definitely boosts moral/motivates us. I would not recommend any changes.

I found the PLC to be quite useful, especially for new teachers. The only complaint I have is that, due to scheduling, I was not able to meet with the entire group. That’s life, and there’s no getting around it, but it did make it more difficult to attain multiple points of view. But with every year, the model will improve, and I highly recommend continuing the PLC.

Yes, I certainly do recommend this model. The only problem for me was the time factor. It would be nice if it were carried over two terms perhaps? But forget that idea--it might become a monster project! (I was thinking of a two-part project, I guess). I would also like to see the results of others’ work--any way that can be accessed? On a web site, perhaps?