The early dismissal schedule, which allows students to leave school earlier on Wednesdays, benefits both students and staff. A key feature of this modified schedule is the Professional Learning Community (PLC) meetings held from 2:30 to 3:20 p.m. every Wednesday. These meetings provide teachers with dedicated time to collaborate, refine their teaching practices, and share insights with colleagues.
“A PLC is a structured opportunity for teachers to collaborate within their subject areas or grade levels,” said Madison Consolidated High School Principal Ronnie Lawhead. “These meetings focus on specific student learning objectives, allowing educators to share strategies, receive support, and explore multiple instructional methods.”
“It is an opportunity to reflect on what has worked and to discuss what is coming up to make sure that our teaching is maximized for the student and for our lessons,” added ELA teacher Jake Shockley.
The decision to implement PLC meetings was made at the district level to benefit both staff and students.
“The decision stemmed from discussions among district principals, the superintendent, and directors over the past year,” Lawhead said. “The goal was to enhance teaching and learning while addressing nationwide trends in declining student attendance and engagement. PLCs provide a systematic approach to improve instructional practices and ensure teachers feel supported rather than isolated in their work.”
PLC meetings are organized by department and further divided by subject area, ensuring staff collaborate with colleagues who share similar teaching goals and challenges.
“At the high school level, PLCs are organized by content departments: English, math, social studies, science, fine arts, CTE, PE, JAG, and counselors,” Lawhead said. “Some larger departments are further divided. For example, math is split into Algebra/Geometry and Algebra II/Trig/Statistics/Calculus, and English is divided into 9-10 and 11-12 grade PLCs.”
These meetings are designed to help teachers work together toward the common goal of improving both instructional practices and student outcomes.
“The primary purpose is to create a focused, collaborative environment for improving teaching and learning,” Lawhead said. “By analyzing assessment data, teachers can adjust instructional strategies based on student needs, validate effective teaching practices, receive support and professional feedback, and celebrate student successes.”
These meetings have had a positive impact on teachers.
“PLCs have taught me how different people have different opinions but can come together to a consensus,” said MCHS Math teacher Karen Black.
Teachers have noticed several benefits from PLC meetings, including increased collaboration, a stronger focus on student learning, and professional growth.
“…Teachers share ideas, lesson plans, and instructional strategies, (and) conversations revolve around teaching effectiveness and student outcomes. (Also,) educators feel less isolated and more confident in their approaches, (and) since many teachers lead extracurricular activities, early-release Wednesdays ensure dedicated PLC time,” Lawhead said.
Teachers also shared how these meetings have been beneficial for their teaching.
“I have been able to share ideas with colleagues and techniques and certain methods of teaching,” Black said.
