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Leading PLCs with Balance
Kara Vicente
Dr. Elizabeth Freeman
Article
D300 has committed to becoming a highly effective Professional Learning Community (PLC). We have established that there is an organizational alignment to the foundational elements of PLC work: • Focus on Learning • Build a Collaborative Culture • Focus on Results
This journey to implement PLCs has been lengthy, with frequent opportunities to clarify, learn, and realign with PLC principles. We are leading PLCs across 28 schools with balance.
In 2019 D300 relaunched our commitment to the work of PLCs. District leaders recognized that there were pockets of staff who engaged in highly effective PLC practices while other teams in the district were less clear on their implementation of PLC practices. One indicator of less aligned teams was their language. “We are going to PLC this.” “We can talk about that when we PLC.” “I can’t meet during second period because we are PLC-ing.” When these phrases were utilized, it helped to illustrate that there was a disconnect on the purpose and intent of collaborative teams.
The First Demonstration
In 2018, working in collaboration with our union and union leadership, through the collective bargaining process, contractual language was added that clarified the expectations for staff to meet in collaborative teams. This was the first illustration that balanced leadership was needed for our PLC work to be successful. Because both association leadership and district leadership saw the value in PLC work, we are able to capture the importance of focusing on learning.
And the Second
In 2019-2020 a District PLC Leadership Team was created. Using our PERA Joint Committee as a model, the association selected ten members to participate in the leadership group alongside ten administrators. This was the second demonstration of balanced leadership. Key stakeholders recognized that if D300 were to successfully implement PLCs, predictable systems can be put in place to support student learning and there would be a focus on results. It was going to take a collective effort to make this happen across 27 schools. The District PLC Leadership Team engaged in rigorous professional development. As part of our professional development plan, we partnered with Michael Maffoni, a national expert in Professional Learning Communities who is affiliated with Solution Tree. Maffoni provided leadership training for the joint committee and helped us reaffirm our commitment to this work. The District PLC Leadership Team identified that D300 was going to “reboot” PLC work in the 2020-2021 school year. We were going “Back to the PLC.” The District PLC Leadership Team also created a promotional video—showcasing both certified staff and administrators— discussing the importance of this districtwide effort. Watch our promotional PLC Kick Off video which features a balance between certified staff and administrators, while also providing a leadership message from the educator association president.
Other Steps Towards Balanced Leadership of a PLC
D300 has taken other very specific steps to ensure a balanced approach to PLC leadership. It is as important that staff understand the purpose, impact, and potential of a PLC as it is for administrators to know how to coach
collaborative teams towards higher levels of efficacy. The following steps were taken:
• Creation of Guiding Coalitions -
Guiding Coalitions are a school-based team of teachers and administrators who help to guide PLC efforts at each of the district’s 27 schools. These coalitions plan and deliver professional development, coach collaborative teams, and create a feedback loop for administrators and staff.
• Summer Symposium - D300 offers all staff an opportunity over the summer months to meet as a collaborative
team. Teams are given suggestions on what can be worked on; however, they have full autonomy to use the time as their team determines. Staff are compensated for five hours of engagement through Title 2 funds. Note: individuals cannot participate in Summer Symposium solo; they must be with at last 65% of their collaborative team.
• Creation of a District PLC Vision
Statement - The District PLC Leadership Team created a vision statement to provide clarity about the purpose of PLCs at D300.
• Foundational Training for All Staff
- In partnership with Maffoni, our PLC consultant, we utilized a train the trainer model with our Guiding Coalitions. We provided five full day PLC Foundational training sessions for Guiding Coalitions from all 27 buildings. Following their learning with Maffoni, PLC Leadership Team members and Guiding Coalitions provided training to staff in their buildings on district-determined professional development days. The PLC Leadership Team provided a
core training template for Guiding Coalitions to follow to ensure that key outcomes for each foundation training was highlighted; Guiding Coalitions were able to determine ways to best meet the needs of their individual buildings in the delivery of the professional development. Working with a consistent expert in the field helped all staff develop common language and approaches to this work.
• Guiding administrators on how to coach the PLC process using a balance of pressure and support
- The District PLC Leadership Team and all 130+ administrators (principals, assistant principals, deans, division heads, etc.) read this article by Dr. Tom Many (long time Illinois Superintendent of Kildeer Countryside Community Consolidated School District 96) Making Diamonds:
Top-Down Pressure and Bottom-
Up Support. This article helped our joint leadership team have candid discussions on how to support the PLC process with balance. We recognized that PLCs would not be successful if it was a top-down mandate. We also recognized that schools and teams needed plenty of support differentiated for their next step in PLC development. Through a combination of pressure and support our organization is beginning to recognize PLCs as a essential need in our daily work.
• Integrate PLC concepts into
everything we do for Professional
Development - District 300 invests in professional development. The philosophy and essential components of Professional Learning Communities are woven into many different professional development programs. We hire more than 100 licensed staff every year and during their induction they learn about PLC concepts. We have three leadership pipelines - Aspiring Instructional Coach, Aspiring Administrator, and Aspiring Principal. During these year-long cohorts, participants focus on learning more about the essential elements of PLCs. All D300 administrators attend a Week of Workshops during the summer where they experience differentiated professional development on PLC leadership.
Our Next Steps
During the 22-23 school year we are field testing a Strategy Implementation Guide (SIG). This SIG is a simple framework that is a “flight plan” for collaborative teams and PLCs. This resource was developed during a two-day workshop with teams representing a balance of administrators and certified staff. The SIG will be used by collaborative teams to self-assess their
progress towards a fully implemented PLC process. Six schools have been selected to test out the SIG. Each staff member and admin will provide feedback through a survey so that the SIG can be refined for the 23-24 school year. The intent is for all 27 schools to work with the PLC SIG as a coaching tool during the 23-24 school year.
Lessons Learned
When D300 made the commitment to relaunch the work of PLCs and “reboot” PLC work in 2020-2021, we had no idea that this work was headed for a head-
on collision course with a world-wide pandemic. The efforts of a balanced team of leaders—both from the association and from administration—helped to ensure success of this very important school improvement initiative.
We have learned that PLCs cannot be achieved with a single leader or with one collaborative team, rather it is the intent for the district to become the entity of a Professional Learning Community. We have also learned that it is most effective to meet teams where they are at. Schools and teams are at different levels of implementation and differentiated supports can be provided for their success.
Another lesson learned is to seek out evidence that highly effective PLC practices are in place. We often ask leaders, “What evidence do you have for that statement?” This is not meant as a challenge but rather as a way to truly demonstrate that teams have engaged in the PLC process. Whether it is unpacking standards, discussing learning
targets, or determining an agreed upon proficiency level for a common formative assessment, having evidence of the work helps to ensure it has been completed and may provide a coaching opportunity for the team’s next steps.
We must articulate, protect, and promote that which matters most. By keeping PLCs at the forefront of what we do, and embedding these concepts throughout the organization, the practices and student-centered opportunities
become stronger. With a systematic and predictable approach to learning for all students PLCs support equity and access for all learners.
Finally, we have learned that students are the ultimate beneficiary of a balanced approach to Professional Learning Communities. When the organization works together, in concert for student success, high levels of effectiveness can be achieved.
Kara Vicente is the Deputy Superintendent at D300 in Algonquin, IL. Kara Vicente has been an elementary and middle school classroom teacher, middle school principal, assistant superintendent over middle schools/high schools, and Chief Academic Officer. Vicente frequently presents at workshops and conferences. Vicente has a strong focus on Professional Learning Communities and impactful evaluation and coaching practices. Vicente has a Master’s degree in Educational Administration from Northern Illinois University. Follow Vicente on twitter @KaraKVicente
Dr. Elizabeth Freeman is the Chief Academic Officer at District 300. Liz Freeman has been a middle school and high school classroom teacher, curriculum director, director of professional development, and assistant superintendent and is a frequent presenter at workshops and conferences. Freeman has a focus on Professional Learning Communities and transforming student experiences through innovative and high impact, modern instructional approaches. Freeman has a Master’s degree in Curriculum and Instruction from National Louis University and a Doctorate in Curriculum, Instruction, and Educational Psychology from Loyola University Chicago. Follow Freeman on
