My first experience in Professional Learning Communities (PLCs) began almost ten years ago. The

process was clunky and uncomfortable among the team of which I was a part, as most things are new. Every year since that initial one, the experience has become more comfortable and streamlined as those in the district where I teach become accustomed to participating in PLCs. The most successful PLCs of which I have been a part are ones where trust is the top priority. Antinluoma et al. (2018) explained that “trust among teachers may be more significant in stimulating changes in practice.” Trust allows for a safe place to share concerns, suggestions, and successes to improve overall best practices.

Antinluoma et al. quote Stoll et al. (2006, p. 5), who stated PLCs are “a professional learning

community is an inclusive group of people, motivated by a shared learning vision, who support and work with each other, finding ways, inside and outside their immediate community, to enquire on their practice and together learn new and better approaches that will enhance all pupil’s learning.” The benefits of such a group are limitless; people working collaboratively to increase the overall learning experience for students based on research and practice are endless. However, the benefits of PLCs can be challenged for different reasons. When a member of a PLC has resistance to the process or is reluctant to share, it can be challenging to maintain the level of trust needed to move forward. When a lack of appropriate research or data is present during a PLC, it can also be challenging to feel as though best practices can be maintained. Yet if a PLC can keep the three organizational characteristics of culture, leadership, and capacity-building as Antinluoma et al. (2018) outlined, the benefits of student and professional growth will be maximized.

References

• Antinluoma, M., Ilomäki, L., Lahti-Nuuttila, P., & Toom, A. (2018). Schools as professional learning

communities. Journal of Education and Learning, 7(5), 76–91. Retrieved May 23, 2022 from https://doi.org/10.5539/jel.v7n5p76

• Stoll, L., Bolam, R., McMahon, A., Wallace, M., & Thomas, S. (2006). Professional learning

communities: a review of the literature. Journal of Educational Change, 7(4), 1-38.

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