Transforming Professional Learning Communities: Tips for Coaches and Administrators
“When a school or district functions as a PLC, educators within the organization embrace high levels of learning for all students as both the reason the organization exists and the fundamental responsibility of those who work within it.” Richard DuFour, Rebecca DuFour, Robert Eaker, Thomas W. Many, and Mike MattosIf you have had the pleasure of working in a public school in any capacity in the past 20 years, you are probably very familiar with the phrase Professional Learning Community (PLC). The term has been thrown around quite loosely for decades and can mean anything from a faculty meeting to a one-on-one conversation, depending on your administrator’s point of view. This is unfortunate, as the pioneers of this phrase had a much different view of how professional learning communities could be used in schools to push student learning forward.As a relatively new building-level administrator who has also worked as a classroom teacher and instructional coach, I have participated in many PLCs. What I’ve learned is that most teachers naturally engage in some form of these learning communities without much interference from school and district leadership. If those of us tasked with building our teachers’ instructional capacity could use the following questions to look at our own practice and do more listening and observing rather than mandating and critiquing, teachers might be more apt to participate in, and actually benefit from, PLCs.PLC Misconception #1: Participating in a professional learning community is just one more thing…Key Question: Is teacher time valued and protected?
A common complaint from educators is that PLCs often seem disconnected from the work that “matters” and like just “one more thing” on their ever-growing plate of responsibilities. There is no denying that teachers and administrators often have differing viewpoints about what warrants the most attention and time. It is absolutely necessary that administrators think through ways to convey that staff time is valuable and to incorporate meaningful activities that promote student achievement and learning into the PLC process.
PLC Misconception #2: Things don’t get accomplished in PLCs.Key Question: Is the PLC process productive and task-oriented?
Another way to communicate that teacher time is of utmost importance is to help PLC facilitators understand the value of protocols and agendas. A protocol is not for everyone, but meetings need something to keep them on track and focused. Teachers have historically used the four PLC questions and task-based agendas for this. Still, as of late, some educators have begun to develop new systems like applying design thinking to the PLC process. The job of the coach or administrator is not to mandate what system teachers use, only to help them find one that works so that they can make the most of the limited time they have together.
PLC Misconception #3: All leaders are not created equal…Key Question: Are coaching opportunities differentiated based on facilitator needs?
Just as not all teacher teams, or PLCs, will need the same protocols to stay focused, not all facilitators will need the same professional development or support to lead their teams effectively. As school leaders, we need to ask ourselves – what can I provide to enhance what these teachers are already doing? And if that is nothing, then we need to be okay with stepping out of the way and letting them flourish without us.
PLC Misconception #4: Teachers don’t feel heard.Key Question: Who is doing most of the talking?
Some school buildings require coaches and administrators to be present in PLCs. If that is the case, one of our most important responsibilities is to monitor our talk time. PLCs provide time for collaboration between teachers and school leaders, but their most valuable impact comes in teachers working with other teachers. Give teachers time to dig into data, set common goals for their students, make instructional decisions impacting their entire team, and feel like their collective voices matter. If things are off course, our professional responsibility is to step in, but if possible, move over and let the teacher leaders lead!
The best predictor of student success in the classroom is a highly skilled educator, and the PLC – when functioning correctly – is the best place for educators to hone their craft. I know that if we, as administrators, could get this right and provide an environment where teachers have space and autonomy to learn. If we provide them with resources and opportunities based on need, we would see a change in teacher perception of the PLC process and tremendous growth in our students’ academic achievement.This work isn’t easy. The job of a building leader is to ensure the school’s success, and this is done by continually evaluating staff, their performance, and their commitment to the overall vision and priorities of the school. We cannot ignore or gloss over the intense pressure that school leaders feel every day. But we must re-examine our practices to nurture the excellence in our staff that has been hidden or stifled.Our charge is something that seems counterintuitive: sit back and let others lead. But that is the trick. We must be willing to listen. School buildings are filled with vibrant, creative, and extremely intelligent teachers. To transform PLCs, administrators need to simultaneously provide them the latitude to explore and express their creativity and also be there to support them when they need it, too.