Most professional learning communities (PLCs), while well - intended, obsess over data and
spreadsheets of student test scores and ignore «the social nature of learning» among teachers (Talbert, 2010).
She intuitively understands that while recording her
students» singing
test scores on a «
spreadsheet» might be «interesting,» the real value in administering these assessments is to know more about how her
students» singing has changed «over the course
of the year.»