PLC’s Support of Teacher Learning

I have been using the term PWC….professional working community to define teachers collaborating to get work done, tasks completed. PWCs differ from PLCs where teacher learning is expected as an outcome. Working collaboratively is valuable in supporting teachers’ effective use of time and for aligning expectations. However, without educator- learning there is unlikely to be a change in teacher practice and therefore little likelihood that there will be a change in student learning outcomes.

Historically most department, grade level, and middle school team meetings have been PWCs. I was first triggered to this thought when I realized many administrators had taken an activity previously called common planning time and renamed it PLC. Observing common planning sessions, I most often found teachers collaborating by divvying up the work that needed to get done. One teacher planned the 4th grade science unit, while another planned the social studies unit, and a third mapped out the writing assignments. One algebra teacher created the assessment for the first unit while another did the second or each teacher in the department assigned a topic, created 5 questions for the end of unit assessment.

In professional learning communities, purposeful teacher-learning around how to increase student achievement is the focus. Teachers are collaboratively asking, “What do the students need us to learn?” Donohoo and Velasco, in, (The Transformative Power of Collaborative Inquiry) provide a structure for using collaborative inquiry as a process for generating teacher learning to increase student learning. “The team’s inquiry is driven by a central question, composed by team members, that identifies a challenge they are experiencing related to learning, leading, and/or teaching.”

 

Questions posed by collaborative inquiry teams need to come from a place of authenticity, where participants are grappling with issues in which the solution is unknown. (Donohoo and Velasco)

 

Stuart Kime posted a blog titled, Growing Middle Leaders- Leading PD in Your Team, where he identified five strategies teacher leaders can address that strengthen professional learning.

• Model Best Practices– a professional learning culture that supports setting goals, building understanding, and developing instructional skills.
• Facilitate Collaborative Learning -Professional development is not a solo sport – it should be a shared endeavor (and tends to be more effective when it is).
• Use Data to Inform Decisions– Analyzing data from the classroom (for example: student survey data, teacher self-reflections, colleague observation data, achievement data) helps to create a rounded picture of reality, not the inevitably biased view that comes from just one source of information.
• Create a Supportive Environment -Teachers, just like the learners, are more likely to engage in professional development when they feel they have a safe space for experimentation and feedback.
• Encourage Reflective Practice– Using several sources of information to ‘hold a mirror’ up to teaching is super helpful.

As I read Kime’s post, I thought it provide a set of “look-fors” for instructional coaches as they observe PLC meeting or PLC agendas and minutes. (I believe agendas and minutes are critical to effective PLCs and important for guiding school leaders’ understanding of what is happening during PLC time.)

Model Best Practices

I might expand this to modeling instructional practices.  Teachers can demonstrate effective instructional strategies, share successful lesson plans, and observe each other’s teaching methods. This peer modeling fosters a culture of continuous improvement and encourages the adoption of evidence-based teaching practices.​ During PLC meetings, a teacher might present a recent lesson that effectively engaged students, discussing the strategies used and the outcomes observed. Colleagues can then reflect on how these approaches might be adapted to their own classrooms.​ A PLC is also a great place for a teacher to share a lesson plan that didn’t engage students or generate the desired expectations that the teacher held. Pondering possible “whys” for what occurred creates teacher reflection and learning for all members. PLCs should be an especially safe place for sharing what didn’t work.

Facilitate Collaborative Learning

Collaboration is at the heart of PLCs. These communities provide structured opportunities for teachers to engage in joint problem-solving, share diverse perspectives, and co-develop instructional materials. This collective approach to professional development enhances learning outcomes and builds a supportive network among educators.​ A PLC might focus on improving student writing skills across grade levels. Teachers collaboratively analyze student work, identify common challenges, and develop strategies to address these issues with shared testing of hypotheses.

Use Data to Collaborative Learning Collaborative Learning

Data-informed decision-making is a cornerstone of effective PLCs. By analyzing student performance data, assessment results, and other relevant metrics, teachers can identify areas for improvement, set targeted goals, and monitor progress over time.​ ​ Student work and performance should be present at most PLC sessions.

Create a Supportive Environment

PLCs thrive in environments where trust, respect, and open communication are prioritized. Establishing a safe space for teachers to share challenges, seek feedback, and celebrate successes encourages risk-taking and fosters professional growth.​ PLCs emphasize confidentiality and constructive feedback. Teachers feel comfortable discussing classroom difficulties, knowing they will receive support and practical solutions from their peers.​

Encourage Reflective Practice

Reflective practice is integral to PLCs, prompting teachers to critically examine their instructional methods and student interactions. Regular reflection leads to deeper insights and continuous refinement of teaching practices.​ Here is a blog with sample questions for facilitating reflection in PLCs.

Encouraging peer reflection and conversation, lesson reviews, team discussions and collaborative problem-solving can help middle leaders and their teams feel agency and ownership in their professional learning. And that is super-motivating! (Stuart Kime)