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Unit 28: Professional Learning Community (PLC) in Education

Notes

This Information Brief describes elements that are necessary for supporting a PLC;
however, it stops short of presenting a specific plan that educators might use to
develop and implement one. Readers seeking such information are encouraged to
consult the websites listed in this resource for suggestions.

28.6.1 Supportive Leadership

Strong, supportive leadership is necessary to build and sustain PLCs. Even though principals’ roles
may change as they redistribute and share leadership, their support is one of the resources necessary
for schools to become a PLC.
Principals actively build a context for PLC work. Their support includes such things as :
(i) Expanding leadership among teachers. This may include encouraging teachers who may be
reluctant to take on leadership roles and defining autonomy and authority for teacher leaders.
(ii) Securing fiscal and human resources to support teacher development.

(iii) Modeling the vision and shared focus of the PLC (e.g., maintaining an unwavering focus on
student learning). Principals promote learning rather than teaching as the fundamental purpose
of schools.

(iv) Creating communication mechanisms to keep all of the staff informed (Burnette, 2002). Progress
is monitored and acknowledged.
(v) Ensuring that student data are available. When data are not available but desired, principals
find ways to provide them.
(vi) Establishing a high-trust environment in which it is safe to learn and grow. Approaches that
support interdependent teaching roles (e.g., team teaching, integrated lesson design) are
encouraged and fostered.
(vii) Supporting teacher-determined professional development.
District support also is essential. Examples of support include :
(i) Establishing a clear priority for PLCs districtwide and providing each school and/or department
with the authority to chart its own course for achieving the goals (DuFour, 2003).

(ii) Making resources (e.g., time, professional development, student data, etc.) available to support
PLC development.
(iii) Working out agreements with teacher unions as necessary, especially when time is being
modified to fit shared meeting arrangements or teachers are being asked to take on new
responsibilities.
(iv) Embedding PLCs in mission statements and district policy. District policy can influence the
depth of interactions. School leaders influence the degree to which interactions are consistent
with reform aims and how teachers talk about curriculum and instruction.

Linking PLCs to existing district, school, and state program requirements and expectations.

28.6.2 Structural Supports
In addition to administrative support, PLCs require supportive conditions in which to develop and
thrive. At the very least, PLCs require suitable spaces for meetings. Communication structures used

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