TEACHER DEVELOPMENT

Professional Learning Communities: Meaning and Significance

19 January 2024/ By Zineb DJOUB

Continuous learning and development for teachers are deemed essential for their effectiveness, productivity, and the betterment of education as a whole. To increase their impact, educators are increasingly turning to Professional Learning Communities (PLCs) as a powerful tool for ongoing growth. In this blog post, we will explore the meaning of professional learning communities and their critical importance to teachers.

Professional learning community definition

The concept is rooted in the work of organizational theorists such as Peter Senge (1990), who describes the workplace as a learning organization. Learning organizations prioritize employee participation in creating a shared vision and culture that fosters collaboration and problem-solving (Hord, 1997, 2003).

A professional learning community is an ongoing process in which educators work collaboratively in recurring cycles of collective inquiry and action research to achieve better results for the students they serve.

So, these teachers meet regularly to study multiple sources of student data to discover where students are performing well, discuss issues, search, and problem-solve.

Professional learning communities are also opportunities for teachers to learn new topics, share ideas, read and discuss books/articles, attend training or conferences on areas of their interest, and invite an expert to speak to the group.

Thus, professional learning communities are based on constructivism which sees social interaction as the core for effective learning.

The goal of professional learning communities is to improve students’ learning by enhancing teaching practices. This shared interest brings coherence and continuous learning to their professional development (Vescio, Ross, & Adams, 2008).

Though the names and purposes of professional learning communities vary, what identifies them is their shared interest in improving school through focusing on learning, collaboration, and reflective dialogue.

Key characteristics of professional learning communities

To guide the work of professional learning communities, there are 5 key defining characteristics.

1. Supportive and shared leadership

Sharing power and authority among the members can help foster a sense of ownership and empowerment, as every member contributes to the growth and success of the community.

Yet, divergent views or ideas about the school’s effectiveness may emerge while the principal can be seen in a dominant position.

Therefore, in professional learning communities, teachers’ and administrators’ roles are different for school improvement.

The traditional pattern that teachers teach, students learn, and administrators manage is completely altered. … [There is] no longer a hierarchy of who knows more than someone else, but rather the need for everyone to contribute (Kleine-Kracht,1993, p. 393).

This requires appropriate conversation modes, selecting the best decision-making model for their needs, and engaging in conflict resolution. Besides, the principal facilitates the work of the staff and participates without dominating.

2. Shared values and vision

Vision refers to mission, purpose, goals, or objectives. However, sharing a vision is not about reaching a common consensus. All members intend to bring about understanding, alignment, and commitment within the PLC towards a common set of goals and aspirations.

So, every member is responsible for his/her actions and is willing to share, collaborate, and learn to achieve academic success.

An effective professional learning community’s vision is a focus on quality: the quality of life, quality of work, and quality of learning.

3. Collective learning and the application of that learning

Collaborative work in professional learning communities is grounded on inquiry.

Within such a process, members engage in reflective dialogue and debates. They identify issues and problems with students’ learning and teaching, understand and learn to apply new ideas and information to problem-solving.

Inquiry helps (principals and teachers) to overcome chasms caused by various specializations of grade level and subject matter. Inquiry forces debate among teachers about what is important. Inquiry promotes understanding and appreciation for the work of others. . . And inquiry helps principals and teachers create the ties that bind them together as a special group and that bind them to a shared set of ideas. Inquiry, in other words, helps principals and teachers become a community of learners (Griffin, cited in Sergiovanni, 1994, p. 154)

4. Shared practice

Shared practice emphasizes collaboration, peer support, and the collective pursuit of excellence in teaching

Professional learning communities’ achievements are based on their educators’ collaborative work.

They collaboratively examine student performance data, discuss the effectiveness of instructional methods, and reflect on areas for improvement.

Besides, they work to identify solutions, drawing on the collective expertise and experiences of their members.

Shared practice also involves contributing to each other’s growth by sharing best practices, attending workshops together, and engaging in collaborative learning experiences.

Hence, for a supportive community open communication is a prerequisite so that educators feel comfortable sharing their experiences, successes, and failures.

5. Supportive conditions for the maintenance of the learning community

Supportive conditions determine when, where, and how the staff regularly meet for decision-making, problem-solving, and creative work. Two types of conditions are necessary for learning communities to function productively:

The physical setup: This includes the availability of resources (up-to-date technology infrastructure, libraries); schedules, and structures that foster collaboration, provide effective communication, and support staff development.

The human qualities/capacities of the people involved: Certain characteristics are necessary for a productive learning community. These include positive attitudes toward learning and teaching, mutual respect and trust among colleagues at the school and district level, empathy, leadership skills, communication skills, problem-solving skills, adaptability, collaborative spirit, and open-mindedness,

Importance of professional learning communities for teachers

By bringing teachers together to share knowledge, experiences, and best practices, professional learning communities can help teachers continuously enhance their skills and improve student success.

PLCs also provide a platform for teachers to connect with their peers, engage in meaningful dialogue, and provide peer support to thrive in teaching. Through these interactions, they can exchange ideas, seek advice, and gain valuable insights from colleagues who face similar challenges in their classrooms.

Indeed, extensive research evidence shows that teachers who are part of a PLC tend to be more effective in the classroom and achieve better student outcomes (Lewis and Andrews, 2004).

Furthermore, PLCs foster a culture of continuous learning and professional development. By engaging in reflective discussions and participating in joint inquiry projects within their communities, teachers can deepen their understanding of pedagogy and refine their instructional practices.

This ongoing process of self-improvement not only benefits individual educators but also contributes to overall school improvement.

Another significant aspect of PLCs is the provision of emotional support within a professional setting. Teaching can be emotionally demanding with educators facing various pressures and expectations.

Within PLCs, teachers can find solace in knowing that they are not alone in their struggles or triumphs. The shared experiences and empathetic support from fellow educators create a sense of camaraderie that helps alleviate stress and build resilience.

In conclusion, professional learning communities serve as invaluable platforms for teacher collaboration and growth. So, joining a PLC can be a rewarding experience for our professional development as educators.

If your school already has established PLC, explore those learning opportunities or plan to establish one if it doesn’t exist. Connect with educators, join professional organizations, and attend PD workshops to find potential PLC opportunities. You have the incredible power to grow and develop.

References

Hord, S. (1997, 2003). Professional learning communities: Communities of continuous inquiry and improvement. Austin, TX: Southwest Educational Development Laboratory. Retrieved February 1, 2008 from, http://www.sedl.org/pubs/change34/plc-cha34.pdf

Kleine-Kracht, P.A. (1993).The principal in a community of learning. Journal of School Leadership, 3(4), 391-399.

Lewis, M., & Andrews. D. (2004). Building sustainable futures: emerging understandings of the significant contribution of the professional learning community, Improving Schools, 7(2).129–150.

Sergiovanni,T.J. (1994). Building community in schools. San Francisco: Jossey-Bass.

Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24, 80-91.