PLCs in schools can be productive when given purpose. A PLC (professional learning community) is a group of teachers or educators who meet regularly to improve educational outcomes. They share ideas and work together to analyze student data. The data is analyzed to determine what is working and what is not. As groups work together, instruction becomes more aligned. Collaboration builds trust and strengthens the school culture.
PLCs work because they turn isolated efforts into collective impact. They are worthwhile when led by teachers and supported by administrators. For PLCs to work effectively, there must be a commitment to meet regularly for a set amount of time.
Most teachers are used to closing their door to teach. They are not comfortable in sharing the hows and whys of their teaching. They need to overcome barriers and work together to share effective techniques, strategies, and opinions.
PLCs are for Everybody
In the beginning, many PLCs consist of teachers. Once they exist and trust is established, the group may include community members and parents. The purpose is to align interests with the school’s vision and goals. As a focus emerges within the group, it may be wise to bring in a consultant. Once the group has trust in each other, development of the PLC grows naturally. Teachers begin to support each other and seek advice. Defensiveness is replaced with trust.
PLCs can Work for Everyone
It’s advantageous for PLCs to work and not be in name only.
- The agenda is important. Make it have a clear meaning. Create roles and responsibilities: a note taker, a timekeeper, and a facilitator. A list of norms for members needs to be created.
- Focus on student growth. Do not let the meeting be of aimless conversations. A focus creates dialogue.
- Never allow disruptions. They disrupt a set routine, making the PLC unimportant.
- PLC meetings should not be held at the end of the day. Teachers are tired of discussing data and collaborating.
- Principals face the challenging task of supporting teams in reaching their instructional goals while avoiding micromanagement that could undermine teacher buy-in.
- Principals must provide resources and professional development during the school day.
Through PLCs, teachers have the potential to change the culture of the school climate. They reframe problems and strengthen students’ learning through the sharing of ideas. In proactively engaging in lesson planning, data analysis, and goal setting, they find a pathway for student success. PLCs can increase achievement for all learners.
