Low vs. High-Performing PLCs: What’s the Difference?

PLCs

By: David Specht

Some PLCs are game-changers. Others? Just another meeting on the calendar.

So, what separates the high-performing teams from the ones just going through the motions?

At Otus, we’ve teamed up with FIRST Educational Resources, a professional development partner known for helping schools build strong, sustainable PLCs. Their framework, used by schools nationwide, offers a clear picture of what high-performing PLCs do differently and why it works.

Let’s break it down.

Before we dive in… see the difference for yourself

Check out the infographic below to get a side-by-side look at the mindsets, habits, and outcomes that set low-performing and high-performing PLCs apart. It’s a quick scroll, but it says a lot.

From “When are we going to collaborate about something that matters?” to “We focus on what matters most: student needs, instructional strategies, and real results,” you’ll see what’s possible when PLCs work the way they’re meant to.

Then, keep reading to unpack the five pillars that make it happen, straight from the FIRST Educational Resources’ framework.

What is a low-performing PLC?

You know the type. Meetings that feel more like vent sessions than learning opportunities. No clear goals. No follow-up. And definitely no visible impact in the classroom. Oof.

Here’s what often shows up:

Lack of structure or agenda
Dominant voices drowning out others
Minimal use of student data
“Collaboration” that’s really just coordination
No accountability for next steps

These PLCs tend to feel like a waste of time, and for good reason.

But the good news?

It doesn’t have to stay that way.

What high-performing PLCs do differently

They’re focused. Energizing. And clearly connected to student growth.

The secret isn’t magic. It’s mindset + structure + support, built on five key pillars.

Let’s dig in.

1. Collaboration

High-performing PLCs don’t just meet. They collaborate with purpose.

That means:

Working toward shared student goals
Valuing every voice at the table
Bringing student work, data, and ideas (not just complaints)

Low-performing PLCs = Side conversations, vague plans, or “we talked about it” with no follow-through.

High-performing PLCs = Collective problem-solving, strategy swapping and reviews, and accountability partners.

To put it simply, collaboration isn’t about being in the same room. It’s about being on the same page.

2. Clarity

You can’t hit a target you can’t see.

High-performing PLCs have crystal-clear answers to:

What are the essential standards and targets all students must reach?
What does success look like in both student learning and our teaching practices?
How will we know if students got it—and what will we do if they didn’t?
How do we design high-quality assessments that reflect mastery?
How do we communicate progress with students and caregivers?

That clarity drives instruction, intervention, and enrichment. Without it? You get a lot of talk and very little traction.

In other words, vague goals = vague results.

3. Consistency

The best PLCs aren’t just strong once in a while. They’re strong every time.

They follow shared norms. Stick to protocols. And come prepared.

Sure, flexibility matters, but structure is what protects the team’s time and purpose.

Ask yourself:

Do our meetings feel predictable in a good way?
Are we using our time the same way across grade levels or content areas?
Are facilitators supported and trained?

Inconsistent PLCs lead to inconsistent results for students. Full stop.

4. Capacity

High-performing PLCs grow people.

They create space for learning: new strategies, better tools, instructional coaching, and peer observations, just to name a few. Every educator leaves the meeting sharper than when they walked in.

Low-performing teams? Not so much. Those meetings often feel like a brain drain.

But when PLCs intentionally build capacity:

New teachers feel supported (not overwhelmed)
Veteran teachers stay energized
Everyone levels up

At the end of the day, if your PLCs aren’t building teacher capacity, they’re just filling calendar space.

5. Commitment

This one’s the glue.

High-functioning teams aren’t just compliant, they’re committed. To each other. To the process. And most importantly, to do what’s best for kids.

They show up. They follow through. They believe in the work.

And that belief? It’s contagious.

District and school leaders, here’s your move: build systems that inspire commitment and support it. That’s how you go from “ugh, another meeting” to “we can’t wait to meet.”