6 Essential Characteristics of a PLC 

(adapted from Learning by Doing) 
 
1. Shared mission, vision, values, goals 
Educators in a PLC benefit from clarity regarding their shared purpose, a common 
understanding of the school they are trying to create, collective communities to help move the 
school in the desired direction, and specific, measurable, attainable, results‐oriented, and time‐
bound (SMART) goals to mark their progress. 
 
2. Collaborative teams focused on learning 
In a PLC, educators work together interdependently in collaborative teams to achieve common 
goals for which they are mutually accountable. The structure of the school is aligned to ensure 
teams are provided the time and support essential to adult learning.  “Collaboration is a 
systematic process in which we work together, interdependently, to analyze and impact 
professional practice in order to improve our individual and collective results.” 
 
3. Collective inquiry 
Teams in a PLC relentlessly question the status quo, seek new methods of teaching and 
learning, test the methods, and then reflect on the results. Building shared knowledge of both 
current reality and best practice is an essential part of each team’s decision‐making process. 
 
4. Action orientation and experimentation 
Members of a PLC constantly turn their learning and insights into action. They recognize the 
importance of engagement and experience in learning and in testing new ideas. They learn by 
doing. 
 
5. Commitment to Continuous improvement 
Not content with the status quo, members of a PLC constantly seek better ways to achieve 
mutual goals and accomplish their fundamental purpose of learning for all.  All teams engage in 
an ongoing cycle of: 
• Gathering evidence of current levels of student learning 
• Developing strategies and ideas to build on strengths and address weaknesses in that 
learning 
• Implementing the strategies and ideas 
• Analyzing the impact of the changes to discover what was effective and what was not 
• Applying the new knowledge in the next cycle of continuous improvement 
 
6. Results orientation 
Educators in a PLC assess their efforts on the basis of tangible results. They are hungry for 
evidence of student learning and use that evidence to inform and improve their practice.  “The 
success of the PLC concept depends not on the merits of the concept itself, but on the most 
important element in the improvement of any school—the commitment and persistence of the 
educators within it.” —Richard DuFour 

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 R epro du cib lE | 137

Developing Norms
Comments to the Facilitator: This activity will enable a group to develop a set of operating
norms or ground rules. In existing groups, anonymity will help ensure that everyone is able to
express their ideas freely. For this reason, it is essential to provide pens or pencils or to ask that
everyone use the same type of writing implement.

Supplies: Index cards, pens or pencils, poster paper, display board, tape, tacks

Time: Two hours

Directions
1. Explain to the group that effective groups generally have a set of norms that govern
individual behavior, facilitate the work of the group, and enable the group to accom-
plish its task.

2. Provide examples of norms.

3. Recommend to the group that it establish a set of norms:
„„ To ensure that all individuals have the opportunity to contribute in the meeting;
„„ To increase productivity and effectiveness; and
„„ To facilitate the achievement of its goals.
4. Give five index cards and the same kind of writing tool to each person in the group.
5. Ask each person to reflect on and record behaviors they consider ideal behaviors for a
group. Ask them to write one idea on each of their cards. Time: 10 minutes.

6. Shuffle all the cards together. Every effort should be made to provide anonymity for
individuals, especially if the group has worked together before.

7. Turn cards face up and read each card aloud. Allow time for the group members to
discuss each idea. Tape or tack each card to a display board so that all group mem-
bers can see it. As each card is read aloud, ask the group to determine if it is similar
to another idea that already has been expressed. Cards with similar ideas should be
grouped together.

8. When all of the cards have been sorted, ask the group to write the norm suggested
by each group of cards. Have one group member record these new norms on a large
sheet of paper.

9. Review the proposed norms with the group. Determine whether the group can sup-
port the norms before the group adopts them.

Used with permission of the National Staff Development Council, www.nsdc.org, 2006. All rights reserved. Adapted
from Tools for Change Workshops by Robby Champion. Oxford, OH: National Staff Development Council, 1993.

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138 | R epr o du cib lE

When Establishing Norms, Consider: Proposed Norm

Time
„„ When do we meet?
„„ Will we set a beginning and ending time?
„„ Will we start and end on time?

Listening
„„ How will we encourage listening?
„„ How will we discourage interrupting?

Confidentiality
„„ Will the meetings be open?
„„ Will what we say in the meeting be held in
confidence?
„„ What can be said after the meeting?

Decision Making
„„ How will we make decisions?
„„ Are we an advisory or a decision-making body?
„„ Will we reach decisions by consensus?
„„ How will we deal with conflicts?

Participation
„„ How will we encourage everyone’s participation?
„„ Will we have an attendance policy?

Expectations
„„ What do we expect from members?
„„ Are there requirements for participation?

Used with permission of the National Staff Development Council, www.nsdc.org, 2006. All rights reserved. From Keys to Successful
Meetings by Stephanie Hirsh, Ann Delehant, and Sherry Sparks. Oxford, OH: National Staff Development Council, 1994.

Page 2 of 2
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 The Professional Learning Communities at Work™ Continuum:
44

Laying the Foundation

|

DIRECTIONS: Individually, silently, and honestly assess the current reality of your school’s implementation of each indicator
listed in the left column. Consider what evidence or anecdotes support your assessment. This form may also be used to
assess district or team implementation.

We have a clear sense of our collective purpose, the school we are attempting to create to achieve that purpose, the commitments we must make and honor to
become that school, and the specific goals that will help monitor our progress.

Indicator Pre-Initiating Initiating Implementing Developing Sustaining

Shared Mission The purpose of the An attempt has A process has been Teachers are beginning Staff members are
school has not been been made to clarify initiated to provide to see evidence committed to helping
It is evident that
articulated. Most staff the purpose of the greater focus and of the benefits of all students learn.

PLC Day 1
learning for all is our
members view the school through the clarity regarding the clearly established They demonstrate
core purpose.
mission of the school as development of a formal mission of learning for expectations for student that commitment by
teaching. They operate mission statement. all. Steps are being learning and systematic working collaboratively
from the assumption Few people were taken to clarify what, processes to monitor to clarify what students
that although all involved in its creation. specifically, students student learning. They are to learn in each

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students should have It does little to impact are to learn and to are becoming more unit, creating frequent
the opportunity to professional practice or monitor their learning. analytical in assessing common formative
learn, responsibility for the assumptions behind Some teachers are the evidence of student assessments to monitor
learning belongs to the those practices. concerned that these learning and are each student’s learning
individual student and efforts will deprive them looking for ways to on an ongoing basis,

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will be determined by of academic freedom. become more effective and implementing a

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his or her ability and in assessing student systematic plan of
effort. learning and providing intervention when
instruction to enhance students experience
student learning. difficulty. They are
willing to examine
all practices and
procedures in light of
their impact on learning.

4
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Indicator Pre-Initiating Initiating Implementing Developing Sustaining

Shared Vision No effort has been A formal vision Staff members have Staff members have Staff members can and
We have a shared made to engage staff in statement has been participated in a worked together do routinely articulate
understanding of describing the preferred created for the school, process to clarify the to describe the the major principles
and commitment to conditions for the but most staff members school they are trying to school are trying to of the school’s shared
the school we are school. are unaware of it. create, and leadership create. They have vision and use those
attempting to create. calls attention to endorsed this general principles to guide
the resulting vision description and use it their day-to-day efforts
statement on a regular to guide their school and decisions. They
basis. Many staff improvement efforts honestly assess the
members question the and their professional current reality in their
relevance of the vision development. school and continually
statement, and their seek more effective
behavior is generally strategies for reducing
unaffected by it. the discrepancy
between that reality
and they school they
are working to create.
Staff members have Administrators A statement has Staff members have The collective

PLC Day 1
Collective
not yet articulated the or a committee been developed that been engaged in the commitments are
Commitments articulates the specific process to articulate the embraced by staff,
attitudes, behaviors, of teachers have
(Shared Values) or commitments created statements commitments staff have collective commitments embedded in the
We have made they are prepared to of beliefs regarding been asked to embrace that will advance the school’s culture, and

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commitments to each demonstrate in order to the school’s purpose to help the school fulfill school toward its vision. evident to observers
other regarding how we advance the mission of and its direction. its purpose and move They endorse the of the school. They
R epro du cib lE

must behave in order learning for all and the Staff members have closer to its vision. The commitments and seek help define the school
to achieve our shared vision of what the school reviewed and reacted commitments are stated ways to bring them to and what it stands
vision. might become. to those statements. as behaviors rather life in the school. for. Examples of the
Initial drafts have been than beliefs. Many staff commitments are

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amended based on staff object to specifying shared in stories and
feedback. There is no these commitments and celebrations, and

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attempt to translate prefer to focus on what people are challenged
the beliefs into the other groups must do to when they behave
specific commitments or improve the school. in ways that are
behaviors that staff will inconsistent with the
model. collective commitments.
|

5
45

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 Indicator Pre-Initiating Initiating Implementing Developing Sustaining
46

Common School No effort has been Goals for the school Staff members have The school goal has All staff members
made to engage the have been established been made aware of been translated into pursue measurable
|

Goals the long-term and

staff in establishing by the administration specific goals that goals that are directly
We have articulated our school improvement or school improvement short-term goals for directly impact student linked to the school’s
long-term priorities, goals related to student team as part of the the school. Tools achievement for each goals as part of their
short-term targets, and learning. formal district process and strategies have collaborative team. If routine responsibilities.
timelines for achieving for school improvement. been developed and teams are successful in Teams work
those targets. Most staff would be implemented to monitor achieving their goals, interdependently to
unable to articulate the school’s progress the school will achieve achieve common goals
a goal that has been toward its goals. Little its goal as well. Teams for which members are
established for their has been done to are exploring different mutually accountable.
school. translate the school goal strategies for achieving The celebration of
into meaningful targets their goals. the achievement of
for either collaborative goals is part of the
teams or individual school culture and an
teachers. important element
in sustaining the PLC
process.

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6
Page 3 of 3
 Walk Around Survey

My thoughts... 

PLC’s are
like _____
because
_____

Ideas from
Survey
Partner 1

Ideas from
Survey
Partner 2

PLC Day 1 7
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