Enriching PLCs in Your School

Focus Area: Principalship


Phase: Targeted Support

Available Now


Research confirms 1.) creating opportunities for collaborative professional learning in their school and including teachers in leading this work, and 2.) observing and providing feedback to classroom teachers are among the strategies that have the greatest impact on accelerating student learning and are also the most labor intensive for principals (McQueen, 2021). Without clear vision, direction, and principal involvement and leadership, educator PLC teams can remain in cycles of analyzing assessment data and discussing student deficiencies rather than focusing on improving practice. Within this topic, BL Coaches will lead principals in understanding and evaluating their role in maximizing the PLC structure to improve teacher practice.


This learning experience is designed for those newer to the Principal role, assistant principals, and teacher leaders developing leadership knowledge and skills.


  • 2 hours
  • Participants will need a computer with access to Zoom, a camera, a microphone, and stable Internet connectivity


I evaluate the effectiveness of PLCs and refine PLC structures within my school.

Learning Experience

Frame the Problem of Practice

  • Review research-based definition of PLCs
  • Reflect on current practice to determine ways PLC structure can be “hijacked”
  • Identify 3 Big Ideas as considerations for effective PLCs

Explore the Problem of Practice

  • Examine 3 key roles of administrators in the PLC using 3 Principal Roles in PLCs
  • Develop a list of principal-focused “look fors” for each key role

Action Plan to Address the Problem of Practice

  • Source a list of tips, strategies and techniques for results-driven PLCs to share with participants based on current practice
  • Plan to share and exchange feedback on the Community Discussion Board as a follow-up to the VW to prepare for 1:1 coaching