In the spring of 2009, a group of Professional Learning Community Team Leaders met to identify, ask and answer essential questions related to the need for, implementation and evaluation of PLCs. This document contains the questions and notes taken from this day long planning sessions.

This document can be of benefit to school leaders who are embarking on the decision making process to form and use professional learning communities as a means of developing professional knowledge/skill in order to improve student achievement.

Why PLC’s? Do we believe in this? What questions may be out there about their efficacy?

  • Efficient vs. effective – The key is effective. This is a horizontal model which may not be the most efficient but it is the correct way to ensure sustainability.
  • The team as a “family” – people sharing and being engaged in the process. People “like” being there. We look forward to the meetings
  • Feedback from the PLC that it is not currently effective.
  • People may be comfortable being passively involved. The PLC is not a passive learning environment which can cause a feeling of discomfort
  • Significant change takes time. People may be looking for immediate change and as such the PLC may not be the right thing for them.
  • Application of theory to practice. Doing personal work in a public way. This involves risk taking and risk must be part of the learning process.
  • Choice is an important aspect of the PLC and is important to the individual involved
  • PLC’s may be research-based. As such, they will not result in immediate action. The very nature of research is seeking optimal questions followed by information – “answers,” AND then onto action.
  • Do all PLC members need what is being discussed/addressed “right now?” Who needs what – when?
  • Having open, honest and tough conversations. We are problem solving together.
  • PLC participants/members are waiting for leaders to provide, “give” them information.
  • Bottom Line: The team believes the PLC model is the structure by which we can best support and adhere to our Core Values and meet the professional learning needs of all staff members.

PLC’s and the Five Elements:

  • A focus on learning
  • A collaborative culture
  • Collective inquiry into research-based best practice
  • Action orientation – professional learning by doing
  • All members mutually accountable for targeted results

How does your PLC measure up within the context of these five elements?

  • Across the board initiation/developing stages with the exception of targeted results
  • Some PLC’s (Formative assessment) are in a sustaining stage – Where there is a sustaining level there is an immediate connection to the classroom vs. primarily a research focus
  • Where PLC’s are at the initiation/developing stages there is demand from members to move to the sustaining level
  • The size of the PLC requires variation in management/leadership strategies
  • The PLC process is cyclical – moving from initiation to sustaining, back to initiation, etc.
  • PLC’s are fluid entities – There are numerous elements that contain aspects that are initiating to sustaining. We have to be comfortable with a bit of “messiness.” The fluid nature of them creates muddiness at times.
  • An example of the fluidity of the PLC – moving from the need for immediate action, slowed by not having the answer and the need for researching the “correct” solution.

What is needed to continue to move toward sustaining characteristics?

  • We need to make sure we do not overlook the expertise of the educators we have at FHS
  • Be patient – this will take time
  • Develop a self-assessment tool to evaluate PLC effectiveness based upon the five characterisitcs

How do we best maintain productive equilibrium?

  • As PLC Leaders/As a Professional Learning Action Team
  • Laughter – Making sure we are having fun while engaging in very difficult work. This includes work of the heart and head. Excluding one of the other we become less flexible and able to effectively respond as an organization.
  • Significant meaning in small events and responding quickly to them
  • Establish benchmarks of success
  • Shared motivation and responsibility among all members of the PLC
  • PLC leaders not taking on too much - delegation
  • Keeping a focus on the “five” elements of the PLC
  • Giving PLC members real responsibility
  • Developing a sense of equity and sharing as an expectation and norm
  • Accountability/record keeping – how do we currently track what is being done and report progress to others?
  • Do we have/want a common documentation log of information/progress?
  • Involve members other than the leader in reporting out
  • Ongoing support for the work within PLC’s as well as support and attention to the PLC concept
  • PLC leaders part of and included in the Prof Learning Action Team
  • Flexibility among PLCs (information and participation)
  • Where do emerging PLC’s come from?
  • When do we have too many things going on (random acts of improvement vs. targeted and focus initiatives)
  • PLC’s being embedded in what we already do vs. an add-on
  • Departments and grade level PLC’s – functioning according to the five principles of a PLC
  • Develop a system to be as flexible as possible – allowing for evolution of both structure and process for every PLC