Professional Learning Communities (PLCs) are essential for fostering collaboration, continuous improvement, and student achievement in schools. Research suggests that authentic PLCs lead to positive school reform, with improved student achievement as a by-product (Wilson, 2016).
Over the past two years, I have been surprised to learn how rare functional PLCs seem to be. Creating and sustaining effective PLCs requires thoughtful planning and clear expectations. Many school leaders have called PLCs ineffective, often citing a lack of time and insufficient focus on student work as ongoing issues.
In their study, Hardy and Melville (2019) found that the PLCs lacked the active, teacher-led inquiry into teaching practices aimed at enhancing student learning that is typically described in the literature. Instead, these PLCs were overly focused on four key elements: (1) increased accountability for teachers’ practices and standardization of work practices; (2) managerial control; (3) attention to external evaluation processes; and (4) constant pressure regarding performance.
Plainly put, leadership shouldn’t have to "run" the meetings. According to Wilson (2016), real professional learning communities involve shared governance among members, ultimately resulting in school improvement. As more leaders consider ways to utilize PLCs more effectively—whether through their rebirth or rebranding—I encourage leaders to take these first three steps into consideration.
Step 1: Determine the Data That Justifies the Need for the PLC
The foundation of any successful PLC lies in understanding the data that highlights the need for such a collaborative effort. Analyze data related to student performance, teacher effectiveness, and overall school improvement areas stemming from culture and climate surveys. This data will serve multiple purposes:
Justification: It provides a clear rationale for the establishment of PLCs, helping to garner support from the school community, including teachers, administrators, and parents.
Baseline Measurement: Establish a baseline to measure the impact of the PLC over time. If the data shows improvement, it can be attributed, at least in part, to the PLC's efforts. Conversely, if there is no change, this signals the need to reassess and refine the PLC's strategies and focus.
Sharing this data transparently with your school community, (ahem your teachers), will not only justify the need for the PLC, but also set the stage for collective ownership and accountability.
Step 2: Develop a Vision Statement with Your Team
A clear and inspiring vision statement is essential for guiding the work of the PLC. Collaborate with your team to create a vision statement that reflects your shared goals and aspirations. This vision statement will serve as a constant reminder of the purpose and importance of your PLC meetings, helping to prioritize these sessions amidst competing demands.
The vision statement should:
Inspire Commitment: Reflect the collective commitment to improving student outcomes and professional practice.
Provide Direction: Offer clear guidance on the overarching goals and objectives of the PLC.
Encourage Persistence: Help maintain focus and motivation, even when faced with challenges or distractions.
A few years ago, I worked with a school that wanted PLCs to discuss student work. They created a vision statement that went something like this: “Our vision is to create a collaborative space where educators continuously build student-centered classrooms through shared learning, data-driven decision making, and reflective dialogue.”
By involving your team in the creation of the vision statement, you ensure that it resonates with everyone and fosters a sense of shared responsibility and enthusiasm.
Step 3: Define the Non-Negotiables for Every Meeting
Establishing non-negotiables for PLC meetings ensures consistency and effectiveness. These non-negotiables are not about setting a fixed agenda, but rather providing a framework for the meetings. To implement PLCs, in Browns (2016) study, a principal utilized a system called TRIBES, which fosters a shared teaching and learning philosophy among all teachers. TRIBES is based on four agreements: mutual respect, no put-downs, attentive listening, and the right to pass (Brown, 2016). The principal's use of this system significantly facilitated the successful implementation of the PLC (Brown, 2016).
Whatever type of framework you adopt, it should include elements that remain consistent regardless of the specific PLC topic. The meeting protocol that I use with districts is here.
By adhering to this before-during-after framework, you create a structured environment that promotes productivity, efficiency, and alignment with the PLC’s goals.
Creating effective PLCs requires careful planning and clear expectations. By determining the data that justifies the need for PLCs, developing a vision statement with your team, and defining the non-negotiables for every meeting, you lay a solid foundation for successful collaboration. Below are some of the resources that I use with districts looking to enhance their PLC’s:
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