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PLC Framework

Professional Learning Community Framework

Rowan Salisbury School District schools and educators have participated in varied learning opportunities and training in the work of Professional Learning Communities (PLCs). This specific PLC framework has been designed to increase the cohesiveness and consistency for collaboration within PLCs across the district. The purpose is that all RSS schools utilize this framework as a tool to grow, nourish, and reinforce instructional practices as a PLC that makes a positive impact on student learning and student experiences while building academic excellence.

Rowan Salisbury School District schools and educators have participated in varied learning opportunities and training in the work of Professional Learning Communities (PLCs). This specific PLC framework has been designed to increase the cohesiveness and consistency for collaboration within PLCs across the district. The purpose is that all RSS schools utilize this framework as a tool to grow, nourish, and reinforce instructional practices as a PLC that makes a positive impact on student learning and student experiences while building academic excellence.

2025-2026 PLC Framework

2026-2027 PLC Expectations

COLLABORATION

Research shares that PLCs functioning as collaborative teams have been called the fundamental building block of a learning organization. The link between a collaborative culture and improving schools is well established. No district should disregard the compelling evidence that collaboration represents best practice as long as people demonstrate th discipline to collaborate about the right things. As a result, Rowan Salisbury Schools prioritizes:

  • providing protected time for collaboration using a professional learning community framework for educators
  • opportunities for teacher leaders to collaboratively design student learning experiences atthe classroom, school, and district levels
  • opportunities for students to collaborate among staff and peers in designing learning standard-aligned, engaging experiences
  • advocacy bridges launched as a result of student-teacher, student-staff collaboration

A Professional Learning Community (PLC) is educators working collaboratively through iterations of collective inquiry and action research to build academic excellence through learning experiences, interdisciplinary themes and innovative school-based models. (Learning by Doing, 3rd Edition (2016))

  • A PLC is a practice of collaborative teaming, which encompasses (but not limited to) analyzing data, reviewing student work samples, setting goals, identifying and unpacking content standards, designing standard aligned learning experiences, developing assessments, sharing best instructional strategies and researching best practices.
  • A PLC should consist of groups of teachers and/or teacher teams who meet regularly for collaboration.
  • A PLC is designed with collaboration driving opportunities to unfold new understandings while providing opportunities for application through meaningful feedback.

LEARNING FOCUS

The learning focus is a fundamental principle of a PLC. It emphasizes the collective commitment of educators to ensure high levels of learning for all students. This big idea revolves around identifying essential learning outcomes, clarifying what students need to know, be able to do and experience while continuously monitoring and assessing student progress. The learning focus involves aligning curriculum, instruction, and assessment practices to promote deep understanding and mastery of the identified learning goals. It prioritizes student learning as the central mission of the PLC, driving instructional decisions and professional development efforts.

 

COLLABORATION & COLLECTIVE RESPONSIBILITY

Collaboration and collective responsibility form the backbone of a PLC. This big idea highlights the significance of educators working together in a collaborative and supportive environment. Collaboration involves ongoing professional dialogue, shared decision-making, and collective problem-solving. Educators collaborate to analyze student data, discuss instructional strategies, share best practices, model and develop interventions to meet the diverse needs of students. The collective responsibility aspect emphasizes that every member of the PLC shares responsibility for student learning outcomes, regardless of their specific roles or grade levels. Collaboration and collective responsibility foster a culture of teamwork, continuous improvement, and collective accountability.

 

EVIDENCES OF STUDENT LEARNING

The focus on evidences of student learning emphasizes the use of data and evidence to inform instructional decisions and drive improvement. This big idea centers around the regular assessment and monitoring of student learning outcomes. Educators collect and analyze data from a variety of sources, including content driven experiences, formative and summative assessments, classroom observations and student work samples. By examining these evidences of student learning, educators gain insights into students' strengths, areas for improvement, and instructional needs. This data-driven approach allows educators to make informed decisions, tailor instruction, and implement targeted interventions to support student growth and achievement.

  • COLLABORATION

    Research shares that PLCs functioning as collaborative teams have been called the fundamental building block of a learning organization. The link between a collaborative culture and improving schools is well established. No district should disregard the compelling evidence that collaboration represents best practice as long as people demonstrate th discipline to collaborate about the right things. As a result, Rowan Salisbury Schools prioritizes:

    • providing protected time for collaboration using a professional learning community framework for educators
    • opportunities for teacher leaders to collaboratively design student learning experiences atthe classroom, school, and district levels
    • opportunities for students to collaborate among staff and peers in designing learning standard-aligned, engaging experiences
    • advocacy bridges launched as a result of student-teacher, student-staff collaboration

  • A Professional Learning Community (PLC) is educators working collaboratively through iterations of collective inquiry and action research to build academic excellence through learning experiences, interdisciplinary themes and innovative school-based models. (Learning by Doing, 3rd Edition (2016))

    • A PLC is a practice of collaborative teaming, which encompasses (but not limited to) analyzing data, reviewing student work samples, setting goals, identifying and unpacking content standards, designing standard aligned learning experiences, developing assessments, sharing best instructional strategies and researching best practices.
    • A PLC should consist of groups of teachers and/or teacher teams who meet regularly for collaboration.
    • A PLC is designed with collaboration driving opportunities to unfold new understandings while providing opportunities for application through meaningful feedback.

  • LEARNING FOCUS

    The learning focus is a fundamental principle of a PLC. It emphasizes the collective commitment of educators to ensure high levels of learning for all students. This big idea revolves around identifying essential learning outcomes, clarifying what students need to know, be able to do and experience while continuously monitoring and assessing student progress. The learning focus involves aligning curriculum, instruction, and assessment practices to promote deep understanding and mastery of the identified learning goals. It prioritizes student learning as the central mission of the PLC, driving instructional decisions and professional development efforts.

     

    COLLABORATION & COLLECTIVE RESPONSIBILITY

    Collaboration and collective responsibility form the backbone of a PLC. This big idea highlights the significance of educators working together in a collaborative and supportive environment. Collaboration involves ongoing professional dialogue, shared decision-making, and collective problem-solving. Educators collaborate to analyze student data, discuss instructional strategies, share best practices, model and develop interventions to meet the diverse needs of students. The collective responsibility aspect emphasizes that every member of the PLC shares responsibility for student learning outcomes, regardless of their specific roles or grade levels. Collaboration and collective responsibility foster a culture of teamwork, continuous improvement, and collective accountability.

     

    EVIDENCES OF STUDENT LEARNING

    The focus on evidences of student learning emphasizes the use of data and evidence to inform instructional decisions and drive improvement. This big idea centers around the regular assessment and monitoring of student learning outcomes. Educators collect and analyze data from a variety of sources, including content driven experiences, formative and summative assessments, classroom observations and student work samples. By examining these evidences of student learning, educators gain insights into students' strengths, areas for improvement, and instructional needs. This data-driven approach allows educators to make informed decisions, tailor instruction, and implement targeted interventions to support student growth and achievement.