Local Collective Growth | PLC Meetings
- Outcome: "I can use strategies for local collective growth."
- Success Criteria: "I can summarize the form and function of PLC meeting processes."
Read About PLC Meetings
Read the passage below. You can also use the immersive reader to have it read aloud.
PLC meetings are a critical piece of building a professional learning community. However, remember that PLCs must extend beyond meetings to be successful. These meetings are often comprised of 3-8 educators and can be independent or part of a larger professional learning community. These meetings should be planned regularly (at least once a month) and occur for at least an hour at a time. It is helpful to maintain a consistent membership so that ideas can carry over from one meeting to another. It may make sense to organize membership for these meetings around department, grade level, or interest (such as technology integration across the curriculum).
At the first meeting, it is important to set group norms, roles, and communication lines. Consider the following:
- Will this same group meet all year? Will this group only meet for a set number of times or until a goal is reached?
- How often and when will this group meet?
- What meeting norms should be established? How will they be encouraged?
- What roles are necessary to have the meetings function? How often will these roles change? How will these roles be determined?
- What is the best way to get ahold of one another? Will the group use an application or website to hold asynchronous discussions and share ideas?
Before each meeting, an agenda should be created. This agenda should include
- The date, time, and location of the meeting
- The goal of the meeting and any questions to discuss
- A list of things that need to be brought to the meeting (such as data discussed at a prior meeting)
Each meeting should conclude with a clear plan of what needs to occur next. This could include implementing new teaching techniques, using technology in the classroom, or providing additional support for struggling students. It could also include plans for additional research or data collection.
Participating in a PLC meeting can be a valuable and rewarding experience for educators, but it can also be challenging at times. Here are some tips for educators participating in a PLC meeting:
- Be open-minded: PLCs are all about learning from each other, so it's important to approach discussions with an open mind. Listen to the ideas and perspectives of others, even if they differ from your own, and consider how they might be relevant to your own practice.
- Be proactive: To get the most out of a PLC, it's important to be proactive and engaged. Don't be afraid to share your own ideas and experiences, and be open to feedback from others. Take the initiative to ask questions, offer suggestions, and participate in discussions.
- Be respectful: PLCs are a place for respectful, constructive dialogue. It's important to be respectful of other's ideas and perspectives, even if you don't agree with them. Avoid being confrontational or dismissive, and focus on finding common ground and solutions that can benefit everyone.
- Be collaborative: PLCs are all about collaboration, so it's important to be open to working with others. Consider how you can collaborate with other members of the PLC to achieve shared goals, such as developing new teaching strategies or creating resources for students.
As these meetings occur, take time to evaluate the effectiveness of the PLC. This could include conducting surveys or focus groups with members of the PLC to gather feedback on their experiences, as well as analyzing student data to determine the impact of the PLC on student achievement. Additionally, adjust and refine the PLC based on feedback and data analysis. This could involve changing the focus of the PLC, modifying the strategies and approaches used, or providing additional professional development for members of the PLC.
Elevate Your PLCs with Compass: Ready to transform your Professional Learning Communities into powerful engines of growth and collaboration? Compass Links to an external site. offers specialized PLC support services designed to help your school maximize the potential of collaborative learning. Our expert facilitators can guide you in establishing effective PLC structures, developing shared norms and goals, and implementing data-driven decision-making processes. Whether you're just starting your PLC journey or looking to revitalize existing teams, we provide tailored workshops, ongoing coaching, and strategic planning support to ensure your PLCs drive meaningful improvements in teaching and learning. With Compass by your side, you'll cultivate a culture of continuous improvement, enhance teacher efficacy, and ultimately boost student achievement. Connect with us today to discover how our PLC support services can empower your school to turn collaboration into transformation!
Try This Scenario: "The Reluctant Participant"
Ms. Johnson, a high school English teacher, has been assigned to participate in a new Professional Learning Community (PLC) focused on improving student writing across the curriculum. She feels hesitant about the meetings, worrying that they will take up valuable time and not be particularly relevant to her own teaching practice. At the first meeting, Ms. Johnson sits quietly, not contributing much to the discussion and feeling skeptical about the value of the PLC.
Feeling uncertain about her role in the PLC, Ms. Johnson considers her options for future meetings. If you were Ms. Johnson, what would you do? Click on the three options below to see the likely outcome of each:
Option 1: Continue to participate minimally
Option 2: Actively participate and contribute
Option 3: Approach participation gradually
Plan for Barriers
What are the barriers to holding meetings in your context? Is it a lack of time, a lack of energy, or something else? How could you overcome those barriers?