Like many things worth doing, developing, nurturing, and growing a thriving PLC takes time and patience.
When I started teaching, I entered a school with an established and functional PLC or professional learning community. Each department or team was its own community, and an interdisciplinary team of teachers acted as guides or coaches. They provided direction without being evaluative.
Then, over the course of ten years, I watched the PLC collapse as building and district priorities and leadership shifted. It was a slow decay that was hard to see at the time.
In my current building, the department chairs are in the process of establishing PLCs. It’s such a different perspective to be in on the ground floor of establishing a PLC, which is not to say that my current building is without collaboration, but a well-founded professional learning community can provide focus, stamina, and inspiration.
Having been in two different places with this process, I wanted to share four things that every PLC needs to succeed.
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The Most Precious Commodity
The most important element of a successful PLC is protected time. Without protected time, any attempt at a PLC is performative. In my previous school district, our professional learning community began to die when our schedule changed and that time was no longer protected.
For a PLC to work, teachers need time for collaboration, goal-alignment, data collection, etc. That time cannot be eroded by extra duties or other distractions.
In addition, that protected time needs to be limited. I know this sounds contradictory, but functional meetings have concrete beginning and ending times. An end time gives the meeting a sense of immediacy and signals respect for everyone’s time. Limited time can force us to make decisions when we could spin our wheels, talk in circles, or delay a choice.
Finally, PLC time should be paid. If you’re expected to have these meetings off contract time, then that’s volunteering.
Setting the Table
In addition to protected, limited, and paid time, you need an intentional physical and digital space. Building or team leaders should plan time and space for PLC meetings; they shouldn’t happen off the cuff in unfocused spaces.
Be deliberate about the physical space for. Teachers sitting in rows may be convenient, but that might unintentionally create hierarchies or signal to participant that they are “off the hook.” Instead, a circular or oval-shaped table equalizes all participants, and the increased eye contact subtly encourages participation.
It’s also helpful if the space is easily accessible for everyone, comfortable but not cozy (limit yawning!), and ready for digital work. In particular, a wireless keyboard and mouse allow the digital space to be mobile so no one is stuck behind a desk.
In today’s world, a dedicated digital space is also important for PLC success. An ideal digital space is easily accessible and shareable. It is also alive: team members can add links, track the minutes, and share resources. Two easy options for this are a PLC Google Classroom or a working Google Doc that the team continually grows, putting newest minutes at the bottom. Both of these are ideal because they’re user-friendly and searchable.
Setting Intentions
To succeed, you also need some working norms or agreements. Sometimes it’s easy to shrug off this idea, but quality norms or working agreements have a few key functions. First, they put everyone on the same page in terms of the tone and tenor of PLC time. Second, norms can put to rest negative behavior or attitudes before they begin. (To be clear, a negative behavior is disengagement or negligence, not being outspoken or inquisitive.)
Similarly, successful PLCs also have a common goal or purpose; there is a remit for their existence. A PLC isn’t just a book study, a coffee club, or a share circle (although those may each be valuable). A PLC serves a purpose to help teachers grow so they can better help their students grow. Beyond that, a professional learning community can be more narrowly focused on a grade level, content team, etc.
What Comes Later
The best PLCs take time to grow. Like gardens, they need tending and nurturing; they time time and effort. Without these four things, a PLC (like a garden) can become thorny, weedy, wild, or purposeless.
But it’s also important to know that good things take time to develop. To mix my metaphors, souffles need time to rise.
Some of the best parts–a shared shorthand, efficient routines and procedures, a common language–come slowly. As they emerge, nurture them like fresh garden buds.
