Professional Learning Communities (PLCs) were first introduced in the 1960s and became most popular in schools in the late ’90s after Richard DuFour and Robert E. Eaker published the book Professional Learning Communities at Work. They are often used as working groups of practice-based professional learning. Within a traditional PLC, there is often a topic of discussion brought to the table and then staff dive into the question with practical application strategies and conversations related to the topic. One of the most important aspects of a PLC is that it is learning-driven rather than teaching-driven; meaning that a goal is established to consistently improve student-outcomes and learning.
There are four main components of PLCs: Reflective dialogue, collective focus on student learning, collaboration, and shared values. In addition to these four main components, there are also four main questions that are often referred to in literature regarding PLCs:
- What do we need to reteach?
- To whom do we need to reteach it?
- Why did students struggle with this?
- How do we reteach it?
PLCs are more than just a chance for educators to meet; they are essential spaces for growth, collaboration, and driving change within schools. At US² Consulting, we believe that when educators come together in these communities, they have the opportunity to dig deep into their practices, address systemic inequities, and implement strategies that make a real difference for students.
We support schools in using PLCs to create environments where educators can engage in meaningful, impactful conversations about bias, equity, and inclusion. By focusing on these critical issues, PLCs become a vehicle for both personal and professional growth, empowering teachers to bring their best selves to the classroom and positively influence their students.
Our approach emphasizes the importance of reflection, learning, and action. We guide PLCs through frameworks that promote honest discussions around privilege, cultural competence, and equitable teaching practices. When educators feel safe to explore tough topics and learn from one another, they’re better equipped to meet the needs of all students—especially those from historically marginalized communities.
Within our PLC framework, we offer a more structured environment utilizing resources curated and/or created by our decades of experience. We have conducted PLCs using our founders book, Metamorphustice™: From Savior to CHANGEmaker as well as a guided discussion that is crafted with the district in mind, labeled our Council for CHANGE program. Within the Council for CHANGE program, we offer eight monthly sessions with topics chosen in conjunction with the school/district (with over 30 topics available to choose from). The book talk PLC can be conducted in as few as four (4) sessions and as many as ten (10).
Through facilitated conversations and actionable strategies, US² helps PLCs move beyond the surface and create lasting change within schools. Our goal is to make every PLC session a transformative experience, building the skills and awareness needed to cultivate inclusive classrooms, close opportunity gaps, and improve outcomes for every learner.
Let US² Consulting help your school unlock the true potential of PLCs. Together, we can turn conversations into actions and create a learning environment where all students and educators thrive.
