Professional Learning Communities, Real Experiences of School Based SLPs

No AccessPerspectives on School-Based IssuesArticle1 Jun 2013Professional Learning Communities, Real Experiences of School Based SLPs Deborah Dixon Deborah Dixon Director of School Services, the American Speech-Language-Hearing Association, Rockville, MD Google Scholar https://doi.org/10.1044/sbi14.2.33 SectionsAboutFull TextPDF ToolsAdd to favoritesDownload CitationTrack Citations ShareFacebookTwitterLinked In Professional Learning Communities (PLCs) are emerging in many school districts across the country to develop a structure for educational teams to collaborate to work towards improving student achievement. Speech-language pathologists (SLPs) are vital members of these PLCs, and bring much to the table that assists teams in reaching their goals. This article, based on interviews with a number of SLPs practicing in the school setting, briefly describes how PLCs are formed, the roles that SLPs play within these communities, and the benefits that both the community and the SLP derive from PLCs.. Additional Resources FiguresReferencesRelatedDetailsCited byLanguage, Speech, and Hearing Services in Schools52:4 (993-1006)18 Oct 2021Bilingual Supports for Clinicians: Where Do We Go From Here?Giselle Núñez, Molly Buren, Liliana Diaz-Vazquez and Tara Bailey Volume 14Issue 2June 2013Pages: 33-34 Get Permissions Add to your Mendeley library History Published in issue: Jun 1, 2013 Metrics Topicsasha-topicsasha-sigsasha-article-typesleader-topicsCopyright & PermissionsCopyright © 2013 American Speech-Language-Hearing AssociationPDF downloadLoading ...