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.
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:
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.
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.
High-performing PLCs don’t just meet. They collaborate with purpose.
That means:
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.
You can’t hit a target you can’t see.
High-performing PLCs have crystal-clear answers to:
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.
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:
Inconsistent PLCs lead to inconsistent results for students. Full stop.
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:
At the end of the day, if your PLCs aren’t building teacher capacity, they’re just filling calendar space.
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.”
High-performing PLCs don’t just gather data – they act on it.
They analyze student performance, identify gaps, and adjust instruction in real time. And they certainly don’t wait until the end of a unit to do it.
Progress monitoring is embedded in their routines, helping them:
Platforms like Otus help organize, unify, and visualize every single student data point so teams can make informed decisions, fast.
When used well, data becomes an incredible tool for empowerment.
Start with these five pillars. Look at where your teams are strong – and more importantly, where they need support.
The difference between low and high-performing PLCs isn’t just what they do.
It’s what they believe.
And what they build, together.