The Educator's Guide to Professional Learning Communities (PLCs)

PLCs

By: David Specht

What is a PLC, really?
4 reasons PLCs work
How do PLCs improve student outcomes?
What are the characteristics of an effective PLC?
3 steps to get started and sustain a PLC
Key members of a PLC
What is the role of edtech in PLCs?
Real-world examples of PLCs
4 things teachers should know about PLCs
5 things administrators should know about PLCs
FAQ about PLCs
How Otus makes running a PLC easy

In today’s schools, collaboration is non-negotiable, but unfortunately, it’s not always productive.

Professional learning communities (PLCs) are designed to fix that. When implemented well, PLCs turn “just another meeting” into focused, actionable time that directly improves instruction and student outcomes. But too often, they become routine check-ins with little impact.

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

This guide breaks it down: what a PLC is, what makes it effective, and how to build one that actually drives change. Whether you’re refining an existing PLC or starting from scratch, these insights will help your team make the most of its time together and see results where they matter most: in the classroom.

What is a PLC, really?

Lifecycle-of-a-HI-PLC A professional learning community (PLC) is a group of educators who meet regularly to collaborate around improving student outcomes. But it’s not just about sharing ideas; it’s about doing the work together: analyzing student data, identifying learning gaps, and designing instructional responses as a team.

Unlike traditional top-down PD or siloed planning time, PLCs are grounded in shared responsibility and continuous improvement.

Example: At a middle school in Chicago, sixth-grade ELA teachers meet every Tuesday to review writing samples, use a common rubric, and identify patterns in student misconceptions. By the end of each meeting, they’ve planned reteaching strategies for the following week.

A good PLC requires collaboration; a great PLC requires clarity, purpose, and progress.

4 reasons PLCs work

When teams of educators are focused, aligned, and data-informed, the results are hard to ignore.

Teams improve student learning by identifying what’s working, what’s not, and how to adjust quickly.
Teachers feel more supported when they can plan, reflect, and problem-solve together.
Instruction becomes more aligned as grade levels and subject teams get on the same page about what success looks like.
Meaningful collaboration builds trust, boosts morale, and strengthens school culture.

PLCs work because they turn isolated effort into collective impact.

How do PLCs improve student outcomes?

It’s simple, really: better collaboration leads to better instruction.

PLCs give educators the time, structure, and support to focus on what students need as opposed to what might be next on the pre-set curriculum.

Here’s what that can look like in practice:

Noticing that students are struggling with fractions across multiple classrooms? PLCs allow teams to dive into the data, identify misconceptions, and adjust instruction together.
See a group of students exceeding grade-level expectations? PLCs are the perfect space to plan enrichment that keeps them challenged and engaged.

Whether it’s addressing unfinished learning or closing equity gaps, PLCs help schools act smarter, faster, and, most importantly, together.

What are the characteristics of an effective PLC?

What-Strong-PLCs-See-and-Do Not all PLCs are created equal. The ones that make a real difference usually have a few things in common:

A clear purpose. Everyone knows the “why,” and the group is focused on student learning.
Consistent meeting time. Teams meet regularly enough to build momentum.
Shared norms. Expectations are clear, whether it’s how data is shared or how decisions are made.
Real-time data. This is a big one. Teams use unified data from current student work, assessment scores, and attendance patterns – not outdated, disconnected reports.
Trust and collaboration. Educators feel safe sharing ideas, asking questions, and disagreeing respectfully.

Tip: Strong PLCs revisit these five essential questions regularly, especially when designing instruction or interventions:

What do we want students to learn?
How will we know if they’ve learned it?
What will we do if they haven’t?
What will we do if they already have?
How can we improve our practice together?

3 steps to get started with a PLC

If you’re starting from scratch, don’t overcomplicate it. High-impact PLCs begin with three simple steps:

Establish a shared purpose
What is your PLC trying to achieve? Maybe it’s improving literacy outcomes, aligning assessments, or better supporting Tier 2 students. Start with a clear, student-centered goal.

Build the right team
Who needs to be at the table? Think beyond grade level or subject area to consider support staff, EL specialists, counselors, or interventionists who bring relevant insights and unique perspectives.

Set your meeting norms
Agree on logistics (how often you’ll meet, where, and for how long) and behavioral norms (how data will be shared, how decisions are made, and how to stay on track).

Example: A Northern Michigan elementary school launched its first PLC by using sticky notes to list what every student needed to know by the end of the year, and then grouped skills by power standards. That first step laid the foundation for every meeting that followed, aligning instruction and assessment to the power standards.

3 ways to sustain a PLC

Starting strong is one thing. Sustaining momentum is where most teams struggle. To keep your PLC from losing steam, be sure to:

Protect the time. Put meetings on the calendar and treat them like instructional time.
Celebrate small wins. When students show growth or an intervention works, name it. Share it. Build on it!
Check in regularly. Set aside time for reflection: What’s working? What’s not? What needs to change?

If things feel stuck, revisit your original purpose or re-center around the five PLC questions (see the above section). More often than not, it’s not the team that’s off track; it’s the structure.

Who are the key members of a PLC?

The absolute best PLCs are inclusive and role-diverse. Depending on goals, your PLC might include:

Grade-level or subject-area teachers
Instructional coaches
Special education teachers
English learner specialists
School counselors or social workers
Administrators or deans

To be clear, everyone doesn’t have to attend every meeting, but the right people should be involved at the right time. If you’re discussing interventions, include someone from your MTSS team. If you’re analyzing attendance patterns, bring in your school counselor.

Example: In one Sacramento high school, a math PLC brought in their assistant principal to help coordinate cross-grade strategies after data showed gaps between seventh-grade and eighth-grade standards. The result? Aligned pacing and smoother standards.

What is the role of edtech in PLCs?

Use-Insights-in-PLCs-iPad Technology will never replace teachers, and it certainly can’t run a PLC for you, but it can make a huge difference in how efficient and effective your meetings are.

Here’s how edtech tools can support PLCs:

Centralizing student data so teams don’t waste time digging for reports
Visualizing performance trends across academics, behavior, and attendance
Surfacing insights through AI that might have otherwise been overlooked
Making collaboration easier with shared assessments, student groups, and learning resources

A well-supported PLC should spend its time acting on data, not collecting it.

Real-world examples of PLCs

So far, we’ve covered the what, why, and how of PLCs. But what does this actually look like in schools? Here’s how three districts are using PLCs to drive real collaboration and, most excitingly, real results.

Wastach County School District, Utah

In Wastach, PLCs are the engine behind instructional growth, teacher support, and a healthy school culture. Each week, collaborative teams meet to review real-time data, identify learning gaps, and develop strategies together. Their superintendent treats PLCs as the heart of the school’s instructional model, where success is measured not just by test scores but by how well students are supported every step of the way.

Hemet Unified School District, California

At Hemet Unified, PLCs are treated like mission-critical work. Every school follows a common PLC protocol, and teams meet regularly during protected planning time to unpack essential standards, review student data, and build targeted action plans. To keep everyone aligned, the district rolled out shared protocols and tapped into resources like Learning By Doing and The Teacher Clarity Playbook. And while not every team started at the same place, leadership took a smart approach: model first, then let teacher leaders take the reins. It’s a system built on trust, support, and a shared goal: helping every student grow.

See How Hemet Uses Otus to Power Their PLCs

Monroe School District, Wisconsin

In Monroe, PLCs have been a central part of school culture for over a decade. Every Friday, students are released early so teachers dedicate two hours to deep collaboration. During this time, teams revisit essential questions (What do we want students to learn? How will we know if they’ve learned it?) and analyze common formative assessment data to identify which instructional strategies are working and which need adjusting. Teachers share successes and challenges in real time, refining their approaches week to week. This commitment to continuous improvement has fostered a strong sense of ownership, with departments leading the work and always coming back to one guiding belief: all means all.

4 things teachers should know about PLCs

If you’ve ever left a meeting thinking, “That could’ve been an email,” you’re not alone. But PLCs done right actually give you something back: time to reflect, problem-solve, and plan with people who get it.

Here’s what every teacher considering a PLC should know:

PLCs are designed to support you. They’re a space to surface challenges, share ideas, and make instructional decisions as a team.
You don’t have to wait for admin. Some of the strongest PLCs start with teachers who see a need and take initiative.
It’s okay to bring questions, not answers. PLCs work best when teachers can be honest about what’s not working and work through it together.
You don’t have to do it all at once. Start with one shared assessment or collaborative planning session. The momentum will build.

5 things administrators should know about PLCs

Some of the most important work in schools happens in PLCs, but only if leaders create the right conditions.

Here’s how school and district leaders can help PLCs succeed:

Start with the “why.” Help your staff understand the purpose of PLCs and how they support student growth and teacher development.
Protect the time. Don’t double-book it. Don’t cancel it for assemblies. Make it sacred.
Support, don’t supervise. Teachers need to feel ownership, not evaluation. Trust them to use the time well, and give them tools to help.
Provide structure. Offer protocols, sample agendas, and professional learning. Not all PLCs will know how to start, and that’s okay.
Look out for burnout. If your team is already stretched thin, PLC time shouldn’t feel like “one more thing.” Find ways to streamline other responsibilities so this time feels purposeful, not piled on.

Frequency Asked Questions about PLCs

What’s the difference between a PLC and a regular meeting?

Team meetings often cover logistics, scheduling, or announcements. A PLC, on the other hand, focuses on student learning. It’s where educators look at data, reflect on practice, and make instructional decisions together. Instead of asking, “What’s coming up this month?” a PLC asks, “What do our students need right now, and how will we respond?”

How often should PLCs meet?

Weekly or biweekly meetings tend to be most effective. Consistent meeting time helps teams stay focused and make real progress. For example, a middle school PLC might meet every Wednesday morning to review formative assessment data and plan reteach strategies for the week ahead.

Can PLCs meet virtually?

Yes. Many schools successfully run virtual or hybrid PLCs. Video conferencing tools, shared drives, and collaborative docs make it easy for educators to review data, co-plan lessons, and reflect together even when they’re not in the same room. The key is maintaining consistency, clarity, and connection, regardless of format.

How do you measure the success of a PLC?

Success shows up in both student outcomes and instructional shifts. Are students growing? Are teachers using data to adjust instruction? A PLC might track success by comparing pre- and post-assessment data, reviewing student work samples, or reflecting on whether interventions are making a difference over time.

How big should a PLC be?

Most PLCs work best with 3 to 8 members. This allows for meaningful discussion without the group becoming too large to manage. For example, an elementary school might organize PLCs by grade level with 4-5 teachers, while a high school might form PLCs by course teams (e.g., algebra 1, biology).

What’s the ideal length of a PLC meeting?

There’s no one-size-fits-all answer, but most effective PLCs meet for 30 to 60 minutes at a time. The key is consistency and focus. A grade-level team might meet for 45 minutes weekly to review student work and plan instruction, while another team might use a 30-minute biweekly slot to check progress on shared goals. Whatever the structure, the most important thing is making the time purposeful, not overwhelming.

Can PLCs focus on more than just academics?

Absolutely. PLCs can also focus on behavior, attendance, MTSS, SEL, equity – the list goes on. For instance, a high school PLC might review attendance patterns and brainstorm Tier 1 supports to improve student engagement, while an elementary team might focus on building SEL routines across classrooms. After all, these non-academic factors play a big role in academic success, and PLCs are a powerful way to address both.

Are PLCs part of MTSS?

They can be, and in many schools, they’re essential to making MTSS work. PLCs provide a structured space for educators to review data, identify students who need additional support, and plan tiered interventions. For example, a PLC might analyze reading benchmark data to flag students who need Tier 2 support, then collaborate on targeted strategies and progress monitoring. When PLCs are aligned with MTSS, the result can be a more responsive, coordinated approach to meeting student needs.

How Otus makes running a PLC easy

The strongest PLCs are driven by insight, not instinct, and that starts with having the right tools in place.

Otus brings everything your PLC team needs into one platform: real-time student data, shared assessments, and tools for tracking progress, assigning supports, and making decisions as a team.

Here’s how Otus supports PLCs:

Assess with purpose. Build and deliver standards-aligned assessments that provide real-time insights into student learning.
Share a single source of truth. View progress across classrooms and grade levels to align instruction and expectations within PLCs.
Act on unified data. Combine classroom, state, and third-party data to identify trends, group students, and target support effectively.

“By bringing Otus in, we’ve taken that weight and responsibility off of our team and really given them the opportunity to just focus on the actual data.”

Patrick Dawson

Director of Innovation, Teaching & Learning
,
Winnetka School District 36 (IL)

Whether you’re launching new PLCs or looking to deepen the impact of existing ones, Otus gives your team a shared space to collaborate with purpose and make every meeting matter.

See How Otus Strengthens PLCs