There are numerous philosophies regarding best practices for Professional Learning Communities (PLCs). Some advocate that a PLC should be used to directly focus on student outcomes, such as analyzing student work. Others view PLCs more broadly as a collaborative effort, where teachers unite for a common purpose that may extend beyond academics, such as parent engagement. Overall, discussions about PLCs highlight the importance of collaboration, purpose, an inside-out approach to the work, and their impact on teacher pedagogy and student performance.
PLCs provide an alternative to the typical top-down approach to teacher learning by offering a more collaborative and participatory experience. Effective PLCs adopt an inside-out approach, emphasizing and facilitating collaborative teacher learning to enhance student learning outcomes (Mitchell & Sackney, 2011; Vangrieken et al., 2017).
DuFour et al. (2005) emphasized a collaborative, continuous improvement, and results-focused approach, encapsulated by their definition of a PLC:
It starts with a group of teachers who meet regularly as a team to identify essential and valued student learning, develop common formative assessments, analyze current levels of achievement, set achievement goals, share strategies, and then create lessons to improve upon those levels. Picture these teams of teachers implementing these new lessons, continuously assessing their results, and then adjusting their lessons in light of those results.
By synthesizing research and drawing from successful case studies, such as The Young Women’s Leadership School in the Bronx, I have developed a comprehensive protocol that any PLC can utilize, regardless of the PLCs specific focus. This protocol:
Reflects best practices supported by research
Adopts a teacher-centered approach
Is applicable to any PLC topic or agenda
As a leader, it is essential to model and demonstrate how a meeting is run, but ideally, the responsibility should be transferred to a teacher-leader or a consistent PLC participant. This transfer can be effective when clear systems and protocols are in place to guide the teachers' work, as assumptions should not be made about their familiarity with the process.
This protocol provides a framework that leaders can initially oversee, and with consistent use, teacher-leaders can eventually manage independently. A PDF version of this protocol is available here.
Before the Meeting
Determine the PLC Meeting Lead
When the team is ready to move from being leadership-led to participant-led, the PLC Meeting Lead should be elected, and ideally, is a member of the PLC team. This person will be responsible for facilitating discussions, ensuring adherence to the agenda, managing time effectively, and guiding the team through the protocol to achieve the meeting objectives.
Some schools choose one leader to facilitate meetings for the entire year, while others prefer to rotate the role every meeting. Sending out a survey ahead of time can gauge teacher interest and help determine whether rotating the lead each meeting or annually is the best approach.
Set Clear Meeting Objectives
The objective of a PLC will not be the same as the objective of a PLC meeting. They are related, but distinct. For example, a PLC may have the overarching purpose of engaging teachers in analyzing student work. While the PLC consistently focuses on this broader goal, a specific meeting objective might be: "By the end of this meeting, teachers will analyze student writing samples to determine baseline proficiency in selecting relevant textual evidence."
It's important to distinguish the overall purpose of the PLC from the goals of individual meetings to prevent teachers from going through the motions and losing sight of the work.
Prepare Materials
Participants should know in advance what they are expected to bring. They should gather any necessary resources, data, or student work samples that will be needed to achieve the meeting objectives. This is key to accountability and ensuring productive discussions.
Create an Agenda and Determine a Protocol
Outline the meeting structure, including time allocations for each topic. This will depend on whether a protocol is being used and how much time is recommended for its completion. The protocol may need to be modified. Keep in mind, the first few times engaging with it will take longer than once teachers are familiar with it.
If it seems like there is not enough time to cover everything, revisit the meeting objective. Is the objective too ambitious? Determine what can be cut or whittled down from the agenda, while still maintaining its integrity and purpose.
Communicate Expectations
Share the agenda and objectives with participants ahead of time. It should clearly convey any pre-meeting preparation that may be required.
During the Meeting
Start with a Check-In
Begin with a brief check-in to connect on a personal level. For example, teachers might start by sharing something positive that happened with a student that day. Alternatively, you could dedicate five minutes to journaling, allowing teachers to share their thoughts if they choose.
This time will set the tone for the meeting. It doesn't need to be formal and can be the same activity for every meeting or change each time. Whatever you choose, set a timer to prevent people from getting sidetracked or stuck in unproductive conversations.
My friend and colleague, Alissa Crabtree, has a list of ice-breakers that you can check out and modify to fit your PLC needs.
Review Objectives, Agenda, and Norms
Reiterate the meeting goals and review the agenda. Answer any questions or provide clarification before beginning. Remind participants of any established norms, encourage open dialogue and active participation.
Begin Following the Agenda Items and Engage in the Protocol
Begin by following the outlined agenda items and actively engaging in the established protocol. Ensure each topic is addressed within the allocated time—using a timer can help! While some feel that such a structured approach is restrictive, it will help maintain focus, encourages productive conversations, and ensures the effective completion of all agenda items
Develop Action Plan/Next Steps
Collaboratively create actionable steps based on the discussion. Even if a protocol is being used, ensure these steps are clearly outlined and documented in the agenda notes. Specify who is responsible for each action item and set deadlines for their completion.
Monitoring progress on assigned tasks should be determined and agreed upon before the meeting concludes. If this step is overlooked, it can lead to miscommunication and frustration among teachers who may not carry out the responsibilities and deadlines because they were unclear.
Summarize Key Points
Recap the main takeaways and decisions made during the meeting and document this information in the agenda.
After the Meeting
Distribute Summary of Meeting
The PLC Lead sends out a summary of the meeting and recap next action items.
Check-in with PLC members
Check in with teachers to ensure that action items are being completed and progress is being made. Inquire if they need any assistance or model examplars to help them accomplish their tasks.
Reflect and Adjust
Encourage participants to reflect on the meeting’s effectiveness. Consider administering a feedback survey to gather information to improve future meetings.
Reflect on the timing of each agenda item. Was enough time allocated? Was everything covered as planned? Assessing the effectiveness of time management will help improve future meetings by ensuring each agenda item receives adequate attention.
Plan for the Next Meeting
Use feedback and outcomes from the current meeting to inform planning for the next session. Return back to the overarching objective of the PLC and determine ongoing topics or issues challenges that need to be addressed. How can the next PLC meeting build on the progress made in this meeting?
If PLC Meeting Lead changes, select the new lead to start the nex PLC cycle.
This detailed protocol helps ensure that PLC meetings are well-organized, collaborative, and impactful, ultimately leading to improved teaching practices and student outcomes.
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