Noteworthy Voices 2-MIN. READ

How Professional Learning Communities for Teachers Transformed Our School

By: Kiana Pendleton 01/21/2025
Discover how professional learning communities for teachers transformed a school, fostered collaboration, and boosted student achievement.
Educators sit and talk at a table while looking at their laptops and student data.

Today’s students need the best education we can give them, which often requires bold moves. While no one person is good at everything, we’re all good at something and can learn from each other. That belief was the driving force behind why I implemented professional learning communities (PLCs) for teachers at my elementary school when I was principal.

PLCs versus Professional Learning Sessions

While professional learning sessions might only happen once or twice a year and are often led by someone from outside your school, PLCs are led by your school’s teachers. They are collaborative, ongoing, and immediately impactful. They help you stay current with the latest research and instructional strategies and sharpen your skills long after you have graduated from your teacher prep programs. PLCs are an integral part of a school’s culture and serve as the continuous driving force behind building teacher capacity. 

Rethinking Our Instructional Approach

When I started out as principal, our school’s proficiency scores were relatively low across the board—in the 30th percentile for math and reading—so we had to change things up. Our student test scores revealed specific areas where they lacked skills, so those became our instructional priorities.  
 
We departmentalized certain subjects, which allowed us to focus deeply on each area. For example, we departmentalized math as early as second grade, which had a real impact by the time students reached third grade.  
 
Before implementing the PLCs, I sent out surveys asking teachers what topics they were interested in learning more about. I encouraged them to attend conferences and bring back valuable insights to share with the group. I observed them in action to identify their strengths and/or areas for development. Once I had collected all this information, we were ready to go. 

Rolling Out the PLCs 

I was proactive about scheduling and communicated the importance of these meetings well in advance. Ancillary courses and other activities didn’t start until 10 a.m., ensuring our PLC time was protected. Establishing guidelines early on kept us on track. This was not the time to bring up the plumbing issue in the girls’ bathroom. This was not a staff meeting. It was a time to focus on our own development for the benefit of our students.  
 
Some teachers were excited about the PLCs, but some were hesitant because they didn’t want to be vulnerable in front of their peers. I assigned topics to each teacher based on an area I wanted them to learn more about or share with others. Then, we set out to share best practices with each other to improve student achievement.  
 
Our PLCs were ultimately teacher led, but I initially modeled the structure for them. By pushing teachers out of their comfort zones, I helped them develop leadership skills. We did a lot of capacity building through our PLCs and met twice a week throughout the year. Yes, twice a week! That’s where the magic truly happened.  
 

Bringing the Community Together

I deliberately created an environment where teachers could grow their skills and build confidence. These weren’t just random, disconnected meetings but focused, intentional gatherings that directly impacted student learning. 
 
In these sessions, teachers learned new strategies, exchanged ideas, and worked on becoming teacher leaders. The topics were always directly related to teaching and learning: how to teach close reading, mathematical discourse, or any area needing improvement based on data. We embraced the philosophy that “the one who teaches learns the most,” and aimed for our students to follow suit.  

 
Our PLCs provided the perfect setting for vertical alignment, ensuring that teaching methods and language were consistent from year to year. When different grade-level teachers, like a third grade math teacher and a sixth grade math teacher, come together to plan and discuss, it’s so productive. They teach the same way and speak the same language. This continuity helps student knowledge transfer smoothly from one grade to the next, making learning much more effective.  
 

Celebrating Success

We saw incredible success over time, and it was so rewarding to see teachers recognized for their hard work. Our commitment to PLCs helped our students consistently grow from the 30th percentile to the 89th percentile in English language arts (ELA) and the 95th percentile in math. By year five, we were honored as a National Blue Ribbon School and were ranked number one in the state for math proficiency. And one year my third, fourth, and fifth grade math teachers were all ranked number one. These victories were a result of consistent effort and dedication from everyone involved. 
 
Of course, it wasn’t always easy. There were tears—both happy and challenging ones—but we shared our triumphs and struggles together. We supported each other through the hard times, ensuring that everyone felt included and valued in the process. 
 

Tailoring PLCs for Every School

Every school may be different, but our principles can be adapted to fit any environment. The will to lead and the skill to teach are essential. While some teachers may have high will but low skill, or vice versa, each can be taught and supported within a well-structured PLC. 
 
Implementing these systems takes time and an unwavering commitment. Not everyone will be on board, but most will, even if they are hesitant. Begin with the end in mind, and don’t wait until the end of the year to celebrate success. Maintain your energy and enthusiasm from the start, and you will see the benefits unfold.  
 
Let's continue to inspire and uplift our students and each other! 
 
Want to hear more from Kiana? Listen to her episode of the Extraordinary Educators™ Podcast.