It’s Not a PLC Without All Three Letters!

Over the past few months, I have had many experiences with colleagues and other educators  that have truly inspired me and pushed me to be an even better educational learner and leader.  Unfortunately, I have had a few that have also disturbed me.  I have had trouble thinking of a way to describe exactly why some of my interactions left me unsettled until a couple of weeks ago when a colleague and I facilitated a series of professional learning sessions for our schools’ Instructional Leadership Teams.  As a part of our learning together, we revisited the critical components of professional learning communities.  In doing so, it got me thinking of each of these three words “Professional” “Learning” and “Community” and it hit me…  every time I have been disappointed in an interaction, an experience, or another educator, it is inevitably because one of these three critical components was missing.  I believe deeply in the power of professional learning communities as a catalyst for ongoing change, improvement and innovation in education; as such, I also believe it is incumbent on all of us in the field of education to be professionals, to be learners, and to work as members of communities or teams.

As I think about each of these words and their characteristics, here are few ideas that resonate with me (Please feel free to add to the lists in your comments):


  • Professionals have specialized knowledge and expertise in a particular field initially gained through extensive education and ultimately through continued practice and learning in the field.  When we seek out a professional, we have confidence in their abilities.  We expect them to keep their knowledge and expertise up-to-date, and we expect them to perform at high levels and produce high quality work.
  • Professionals do what it takes to get the job done and to get it done well.  They are not bound by time clocks, and they understand that it often takes more than the allotted time in a “work day” or “work week” to meet the demands of the job.  Professionals produce results and exceed expectations.
  • Professionals use good judgment, communicate effectively and politely, they maintain their poise and treat others respectfully.
  • Professionals take responsibility for their actions, and they do not blame others for their lack of success.

I LOVE working with and interacting with educational professionals!  They inspire me, push me, challenge me to be my best and make an incredible difference in the lives of children.  Professional educators transform classrooms, schools and communities because of the work they do every day.  I encourage all of us to push ourselves and our teams to always remember that when we say we are educators, it should also mean we are professionals!


  • Learning means to seek out new knowledge and better ways of doing things.  Learners read, connect and share in order to stay current and get continuously better at their craft.
  • Learning is a critical component of being a professional educator.  Educational research has exploded in the last several years.  We know more now about how to create highly effective schools and classrooms than we ever have before.  Learners seek this out and make changes to their practice based on their learning.
  • Learners take responsibility for their learning.  They don’t wait for someone to tell them what to learn; they seek out new learning on their own.
  • Learners take risks, try new things, and learn from their successes and their failures.  They make deliberate efforts to create new knowledge when they are uncertain about something or when they have had less success than they had hoped.
  • Learners seek feedback.  They search out the opinions and advice of others and welcome a second set of eyes or a second opinion.
  • Learners reflect!  They take time out once in a while to reflect on their successes and their failures, and they make adjustments accordingly.  They have confidence and understand that through their own learning and reflection they will grow in their craft.

I read this tweet yesterday from Steve Anderson @web20classroom and it resonated:

“I dunno about you but if I want to learn something, I go learn it. Not for credit or for licenses. I learn it ‘cause I want to.”

As educators, we are in the learning business – it is what we are ALL about.  Schools and Districts across the country have mission statements that promise to graduate students who are committed to life-long learning. Almost every minute of our work days committed to the learning of others – we should value it for ourselves.


  • A community is a group of people who have a set of shared interests and who support each other in achieving common goals.
  • Community members get involved.  In order for a community to thrive, people need to work together.
  • Communities have a certain set of norms or rules they follow in order to be respectful of each other.
  • Community members take responsibility and they don’t allow an individual to undermine the work of the group.  They act in ways that demonstrate the community values.
  • Community members make decisions based on what is best for the group and what will best help the group move forward in achieving its goals – they do not make their decisions based merely on self-interest.

Strong communities do amazing work.  It’s true that all of us working together can accomplish so much more as a team or a community than we ever would be able to working alone.  The work of teachers and administrators can no longer be done in isolation.  With all of the changes coming at us in education right now, we must insist that our work is about “us” and not about “me”.

Initially in my planning of this post, I thought I would share with all of you the recent encounters I have had that led me to reflect on Professional Learning Communities, but I decided against it. Not only would it be unprofessional, it would not contribute effectively to our collective learning, and would only serve to undermine my community, which all in all is doing unbelievably fantastic work!

4 thoughts on “It’s Not a PLC Without All Three Letters!

  1. I agree with all 3 components of a PLC and would expect BCTF and local TAs to support this. At the same time, professionals are also valued in society and not constantly mired in union battles with an inconsistent and unfair government. Professional nurses just got a raise as did non-professionals in the BCGEU.

    Can we expect “professionalism” to flourish in this context?

  2. Tomorrow I have to present to our faculty exactly what a PLC is and is not and I have been thinking about the best way to approach this. Imagine my delight to come across your wonderful post. You have made it crystal clear what we should be striving for in our PLC’s . Thank you for sharing.

  3. I believe we all need this from time to time to remind us what the true components of a PLC are meant to and need to be. It can be easy to let the tide roll you over or suck you in. I appreciate the article taking the high road, being reflective and solution oriented using the positive outlook. It’s truly what makes great leaders.

  4. Thank you for this post! It served as a great jumping off point for our departments to discuss how we could develop into higher functioning PLCs. For some it was a great reminder as to our roles in PLCs and for others breaking down the definitions of each letter gave insight into what those roles should be. By the way I’m Amy’s friend who joined you for two of your CCSS training sessions over the summer and she sent me this entry as something to help introduce PLCs to the school I work at. Thanks again for sharing your thoughts and your knowledge.

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