From the Blog

Growing Teacher Leadership to Lead Professional Learning Communities

By: Sarah Malinoski

Illustration of three people collaborating: one stands on a block with a rising graph, another sits working, and a third holds a book. A light bulb and graduation cap highlight ideas and education within professional learning communities.

Over the past few years, Great Schools Partnership (GSP) has had the privilege of partnering with the Ashford School District to grow teacher leadership and build sustainable professional learning communities (PLCs). Our coaching partnership focused on empowering a team of reading and math interventionists to facilitate grade-level professional learning communities, shifting the focus from individual student data to instructional practices and collaborative problem-solving. This story highlights responsive coaching that fosters trust over time and promotes shared leadership within a small school community.

Defining Professional Learning Communities

Over the years, groups of teachers collaborating have gone by different names: critical friends groups (CFGs), professional learning communities (PLCs), intensive learning teams (ILTs), and many school-specific alternatives. The Great Schools Partnership (GSP) uses the term professional learning group (PLG). PLGs are small teams of teachers who may share common students, interests, or teaching responsibilities, such as the same content area, grade level, or team assignment. Groups may also be organized in a cross-curricular way to deepen collegiality, collaboration, and program cohesion. The goal of these groups is to capture and build on the knowledge and skills of participating teachers in ways that will help them equitably support the aspirations and achievement of all students.

Co-Creating a Shared Purpose for Professional Learning Communities

To launch this project, we began by co-creating a shared purpose for professional learning communities. Utilizing GSP’s Professional Learning Groups Toolkit, the team defined what effective, high-functioning PLCs should look and feel like for the Ashford School District. The team concentrated on creating spaces where teacher voice was valued, collaboration was intentional, and student data informed instructional decisions. Tools such as Using Data to Inform Instruction and established data protocols anchored their facilitation strategies and supported inquiry-based dialogue. To prepare teachers for PLC participation, the team also developed introductory materials that clarified expectations and why the work mattered. “We want teachers to see the positive impact so they’re willing to engage in PLCs again next year,” explained Jack, the 5–8 math interventionist. That long-term perspective guided the team’s approach.

Illustration of two people working on laptops with a large screen behind them displaying educational content. The screen shows a graduation cap icon and code brackets symbol, with lines of text highlighted in yellow and blue, representing online learning or educational technology collaboration.

Building Capacity Through a Gradual Release Model

Our coaching partnership followed a gradual release model for building professional learning community leadership. Initially, we co-planned agendas with the interventionists, provided facilitation protocols, and co-led early PLC meetings. As coaching progressed, the interventionists planned and facilitated independently, and our monthly coaching meetings became a time for reflection, problem-solving, and adjustment. “The structure helps us stay focused on student learning and not get lost in distractions,” noted Shawn, the K–4 math interventionist. Agendas were posted in advance, and team roles, like facilitator, timekeeper, and process observer, were rotated.

Teachers brought data to analyze and, increasingly, began asking deeper questions about student learning, next steps, and their instructional practices. For example, teams analyzed benchmark or summative data and ended with clear action steps, such as regrouping students, planning reteaching, or identifying those ready for enrichment.

Teachers brought data to analyze and, increasingly, began asking deeper questions about student learning, next steps, and their instructional practices. For example, teams analyzed benchmark or summative data and ended with clear action steps, such as regrouping students, planning reteaching, or identifying those ready for enrichment.

Illustration of two people working on laptops with a large screen behind them displaying educational content. The screen shows a graduation cap icon and code brackets symbol, with lines of text highlighted in yellow and blue, representing online learning or educational technology collaboration.

From Data Discussion to Instructional Dialogue

Early on, meetings often only skimmed the surface, with data discussions focused more on individual students than on instructional practices. Over time, however, the conversation shifted, and by the spring of our second year, multiple teams began identifying instructional dilemmas, exploring different strategies, and reflecting on student growth. This kind of growth didn’t happen by accident. It was made possible by a district culture that prioritized effective professional learning communities, coaching, collaboration, and equity.

Responsive Coaching Tailored to District Needs

GSP recognizes that no two districts are identical, and this is reflected in our coaching. Ashford’s small size and tight schedules posed challenges similar to those in rural districts. Rather than applying a one-size-fits-all model, we adapted our professional learning community support by:

  • Aligning coaching times to the interventionist’s rotating schedule
  • Providing targeted tools, agenda templates, and PLC facilitation protocols
  • Sharing resources like Tips for Building a Data Culture and the Data-Informed Self-Assessment
  • Aligning coaching times to the interventionist’s rotating schedule
  • Providing targeted tools, agenda templates, and PLC facilitation protocols
  • Sharing resources like Tips for Building a Data Culture and the Data-Informed Self-Assessment
Illustration of three people collaborating around a large planning board or calendar filled with colorful squares in yellow, blue, and gray. One person points to the board while the others hold tablets or notebooks, representing teamwork in strategic planning or project management.
Illustration of three people collaborating around a large planning board or calendar filled with colorful squares in yellow, blue, and gray. One person points to the board while the others hold tablets or notebooks, representing teamwork in strategic planning or project management.

Sustaining Professional Learning Communities Long Term

By the end of our time together, every professional learning community was observed at least twice. Interventionists were leading most meetings. Agendas were purposeful, and some teams had moved from data analysis to instructional practices. Most importantly, a culture of collaboration and data-informed practice was solidified. As Superintendent Ford reflected, “The support we needed wasn’t just more training, it was helping us think through how to actually do the work with the time and people we have.”

And the work continues:

  • How can professional learning communities remain strong when interventionists are pulled elsewhere?
  • How might other teacher leaders take on PLC facilitation?
  • How can teams protect time for instructional follow-up?

In partnership with school administrators, Ashford’s teacher leadership team is already asking these questions.

PLCs with GSP

The Ashford School District reminds us that transformational change doesn’t require big budgets or large teams. It requires clarity of purpose, investment in people, and coaching that meets you where you are. At GSP, we take pride in supporting districts like Ashford by tailoring our support to local needs, promoting teacher leadership, and helping schools establish the structures needed to build effective professional learning communities that drive lasting success. 

The Ashford School District reminds us that transformational change doesn’t require big budgets or large teams. It requires clarity of purpose, investment in people, and coaching that meets you where you are. At GSP, we take pride in supporting districts like Ashford by tailoring our support to local needs, promoting teacher leadership, and helping schools establish the structures needed to build effective professional learning communities that drive lasting success. 

Four people sit around a table discussing ideas, holding tablets and papers, as an open book lies on the table. Thought bubbles and newspaper icons suggest a professional learning communities brainstorming session or group project.

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