PROFESSIONAL LEARNING GROUPS

EXPLORE

PLGs foster a collaborative framework wherein educators can exchange ideas, engage in reflective practices, and collaboratively address challenges pertaining to a specific area of focus. This collaborative effort contributes to a deeper comprehension of the chosen focus area. During this phase, individuals would explore, conduct research, and connect with like-minded colleagues who will join their PLG, with the aim of enhancing their chosen area.

In this context when we discuss PLG’s, we are also referring to Professional Learning Networks; Professional Learning Communities; Communities of Practice. Whilst these can have a different lens and occur in different contexts, in essence they are all groups of professionals working together, usually towards common goals and intentions.

This page and its supporting links will give you information on the What and Why of PLGs. As you know, the education world that we work in as RTLB is full of acronyms. The following acronyms are often referred to through this page:

PLG: Professional Learning Groups

PLC: Professional Learning Communities

PLN: Professional Learning Networks

CoPs: Communities of Practice

What is a Professional Learning Group?

Why should I establish a Professional Learning Group?

What is needed for a PLG to be successful?

01

What is a Professional Learning Group?
"Professional learning groups (PLGs) are small teams—often six to twelve teachers—who share common students, interests, or teaching responsibilities, such as the same content area, grade level, or team assignment."

PLG's may also be referred to as PLC's (Professional Learning Communities) or CoP's (Communities of Practice) or Professional Learning Teams (Greater Schools).

A learning community is a group of organisations or individuals that operate as a collaborative network. Some are face to face but many are connected via the (TKI)

Types of Professional Learning Networks

Face to face or on-line - or both
Internal (within cluster)
External (across clusters)
Within casework - in a team; across a school

A learning community is or can be…

A group with shared goals, motivations and values
A place to share ideas, problems and questions
A space for discussion
A collaborative environment
A source of inspiration
A network of fellow students and experts (Thinkific)

Creating a PLG Learning Network

This webpage shares 20 Tips for Creating a Professional Learning Network. It is presents 10 Tips For Using PLGs and 10 Tools & Strategies for Establishing a Productive PLGs.

An Introduction to PLGs

This webpage from The Education Hub is an introductory description of PLGs (PLCs), with a focus on defining the terms; setting up an effective PLG; shared values and a vision focused on student learning; and inquiry mindsets and teacher beliefs.

A Comparison of Models, Literature Review

Due to the growing interest of school leaders in implementing learning communities, a better understanding of how the concepts of PLCs and CoPs are related will aid educators in their quest to implement these concepts.

What Are Learning Communities?

This is a site for help and support to develop PLG’s (they identify these as learning communities). This page may help you identify a style that fits your desired needs, focusing on creating how to create PLGs, different types of PLGs, and possible issues to be aware of.

Introduction to communities of practice

This overview by Etienne and Beverly Wenger-Trayner, provides an introduction to Communities of Practice, discusses how communities of people from a similar field or with a similar purpose come together to learn.

Practices of Effective PLGs

This webpage from The Education Hub considers what is required for PLGs to function effectively. It looks at the establishment of the PLG members; the implementation of clear structures and processes; and supporting collaboration.

The Art of Community

Aotearoa Research COP have been used in schools and other educational institutions as a way of growing knowledge and managing change. This article centres on one professional inquiry with a group of RTLB using a strengths-based approach.

02

Why should I establish a Professional Learning Group?

A learning community provides opportunities for educators to connect with others, share ideas and resources, reflect critically on their practice, and create new knowledge about teaching and learning.

Strong principles of an effective learning community include connection and collaboration. Participants can:

get and provide advice, feedback and support
access a wide range of resources and perspectives
stay up–to–date on important changes in the field of education work towards a shared goal, or on a collaborative inquiry, such as:
- building a vision for teaching and learning
- raising achievement across a Community of Learning | Kahui Āko

Participation also provides an opportunity for on–going, self–directed learning and ownership of professional development. (tki)

03

What is needed for a PLG to be successful?

For learning communities to succeed, they need:

Proper levels of access: Learning communities must be able to meet in person or online on a regular basis. Both quality and quantity of time are important.
Strong relationships: Members should have a strong sense of belonging to the group and trust in one another.
Shared vision: Learning communities should share a similar vision in terms of outcomes and purpose.
Organised structures in place: For example, in a PLC for teachers, teachers in the group can work in the same student level or work with the same group of students eg: in an MLE.

Teachers often have a limited amount of time to meet with colleagues and participate in PLGs due to busy schedules, administrative responsibilities, and other demands on their time.

Flexible scheduling: Provide flexible scheduling options for meetings and learning sessions to accommodate the busy schedules of group members. This could include offering different meeting times, providing a variety of meeting formats (e.g., in-person, virtual), and allowing members to participate in meetings remotely.

Clear goals and expectations: Establish clear goals and expectations for the learning group to ensure that everyone is on the same page and understands what is required of them. This can help to keep the group focused and productive, which can save time in the long run.

Time-efficient activities: Select activities that are time-efficient and can be completed within the constraints of the group's schedule. This could include shorter readings or videos, interactive activities that can be completed online, or structured discussions that are focused on specific topics or goals.

Supportive technology: Use technology tools that can help to streamline communication and collaboration within the group. This could include video conferencing software, collaboration tools (e.g., Google Docs), and project management software to help members stay organized and on track.

Recognition and accountability: Provide recognition and accountability for members who contribute their time and efforts to the group. This can help to motivate members to prioritize their participation and engage more fully in group activities.

Without support from school leadership, it can be difficult for PLGs to get off the ground. Administrators may not provide resources or support to facilitate PLGs, which can hinder their effectiveness.

Clearly communicate the purpose and goals of the professional learning group to the school leadership. Explain how the group will benefit both the participating educators and the school as a whole.

Provide evidence-based research to support the establishment of a professional learning group. Share studies and data that demonstrate the positive impact of such groups on teacher effectiveness and student achievement.

Identify potential funding sources for the group, such as grants or district-level resources. Having a clear plan for how the group will be funded can help alleviate concerns about the financial burden of establishing a new initiative.

Offer to collaborate with school leadership in setting goals for the group and determining how progress will be measured. By involving school leadership in the process, they will have a greater sense of ownership and investment in the success of the group.

Develop a clear plan for how the group will be structured and run. This may include identifying a facilitator, establishing meeting times and locations, and determining the content and format of professional learning sessions.

Provide ongoing updates to school leadership about the progress and successes of the professional learning group. By regularly communicating the impact and benefits of the group, you can help build support and buy-in from school leadership.

Limited resources, such as funding or technology, can be a significant barrier to implementing PLGs. Without adequate resources, it can be challenging to create and sustain a successful PLG.

Use free online tools: There are many free online tools available for video conferencing, file sharing, and collaboration, such as Google Meet, Zoom, Skype, and Dropbox. These tools can help facilitate communication and collaboration within the professional learning group without incurring any costs.

Seek out funding opportunities: Look for funding opportunities that can help support the professional learning group. This could include grants, sponsorships, or donations from local businesses or community organizations.

Share resources: Encourage group members to share resources, such as books, articles, and online resources, to reduce the need for everyone to purchase their own materials.

Plan strategically: Develop a clear plan and timeline for the professional learning group, including specific goals and objectives, to ensure that resources are used efficiently and effectively.

Prioritize collaboration: Encourage collaboration and teamwork within the group to maximize the benefits of shared resources and minimize the impact of limited resources.

Foster a culture of learning: Create a culture of learning within the organization or community by encouraging ongoing professional development and continuous learning. This can help to promote a sense of shared responsibility for learning and development, and may also help to attract additional resources and support over time.

Some educators may be resistant to change or reluctant to participate in PLGs due to a lack of familiarity or comfort with the collaborative process.

Clear communication: It's essential to communicate the purpose and benefits of the professional learning group to all stakeholders clearly. This will help them understand why the group is being established, what its goals are, and how it will benefit them.

Involve stakeholders: Involve all stakeholders, including staff, leadership, and other relevant parties, in the planning and decision-making process. This will help to ensure that everyone feels heard and that their opinions are taken into account.

Create a positive culture: Establish a positive culture that values learning and growth. Encourage staff to embrace change and promote a growth mindset. This will help to create an environment where people feel comfortable with change.

Provide support: Provide support to those who are struggling with the changes. This may include training, coaching, or mentoring.

Celebrate success: Celebrate successes along the way. This will help to reinforce the importance of the professional learning group and encourage everyone to continue to embrace change.

Allow for flexibility: Allow for flexibility in the group's structure and activities. This will help to accommodate different learning styles and preferences and allow for a more inclusive and collaborative learning environment.

If only a small number of teachers participate in a PLG, it can limit the group's effectiveness and impact. Encouraging broader participation can be challenging, especially if teachers are resistant or have other competing demands on their time.

When faced with limited participation in a Professional Learning Group (PLG) among teachers, it's important to identify and address the barriers to broader participation. Here are some supports that can help overcome these challenges:

Clear Communication: Ensure that teachers have a clear understanding of the purpose, benefits, and goals of the PLG. Communicate how their participation can positively impact their professional growth and student outcomes. Highlight the relevance and practicality of the PLG's focus areas.

Flexible Formats and Schedules: Consider offering flexible meeting formats and schedules to accommodate teachers' diverse needs and competing demands. Offer options such as face-to-face meetings, virtual meetings, asynchronous discussions, or a combination of these. This flexibility can make it easier for teachers to find time to participate.

Recognize and Address Concerns: Listen to teachers' concerns or resistance to participation and address them effectively. Offer opportunities for open dialogue to understand their perspectives and tailor the PLG to meet their needs. Assure teachers that their concerns will be taken into account and that the PLG will provide valuable support.

Collaborative Decision-Making: Involve teachers in the decision-making process regarding the PLG's focus, structure, and activities. When teachers have ownership and input, they are more likely to feel invested and engaged in the PLG. Encourage them to suggest topics or activities that align with their interests and professional goals.

Sharing Success Stories: Share success stories and testimonials from teachers who have participated in the PLG in the past. Highlight the positive outcomes, such as improved teaching practices, student engagement, or increased job satisfaction. Hearing about tangible benefits can inspire other teachers to get involved.

Leadership Support: Cultivate support from school leadership to emphasize the importance of PLGs and encourage participation. Leaders can endorse and promote the PLG, allocate resources, and provide time during the school day for participation.

Peer Mentorship: Establish a mentorship system within the PLG where experienced participants can support and guide new or hesitant members. Pairing teachers who have successfully participated in PLGs with those who are unsure can help alleviate concerns and provide a support system.

Professional Development Integration: Integrate the PLG with existing professional development initiatives or requirements. By connecting the PLG to existing structures, it becomes a recognized and valued part of teachers' professional growth.

Ongoing Evaluation and Improvement: Regularly assess the effectiveness and impact of the PLG through feedback surveys, focus groups, or individual conversations. Use this feedback to make improvements, address concerns, and tailor the PLG to better meet teachers' needs and interests.

By implementing these supports, you can help overcome barriers to broader participation in a PLG and enhance its effectiveness and impact among teachers.

Successful PLGs require a high degree of trust and collaboration among members. If there is a lack of trust or communication among group members, it can be difficult to create a positive and productive learning environment.

If a Professional Learning Group (PLG) is facing a lack of trust and communication among its members, there are several supports that can be implemented to address these barriers and foster a positive and productive learning environment. Here are some suggestions:

Establish clear expectations: Clearly define the purpose, goals, (the Why?, What? And How?) of the group and expectations of the PLG to ensure that all members are on the same page. Values of the group should also be determined. This includes outlining the commitment required, the roles and responsibilities of each member, and the standards of behavior and communication.

Build relationships: Encourage members to get to know each other on a personal level. This can be done through icebreaker activities, team-building exercises, or social events. Developing relationships and building rapport can help foster trust and collaboration among group members.

Foster open communication: Create a safe and inclusive space where members feel comfortable expressing their thoughts, ideas, and concerns. Encourage active listening and respectful dialogue. Provide opportunities for members to give and receive feedback constructively.

Promote transparency: Be open and transparent about decision-making processes and any changes or updates within the PLG. This helps build trust and reduces misunderstandings. Regularly share information and updates with all members to ensure everyone is well-informed.

Establish norms and protocols: Collaboratively develop a set of guidelines or norms that govern the PLG's interactions and ensure that everyone's voice is heard. These norms can cover aspects such as meeting protocols, conflict resolution strategies, and expectations for participation.

Provide professional development: Offer training or professional development opportunities focused on building trust, effective communication, and collaboration skills. This can help members develop the necessary skills and understanding to work well together.

Facilitate team-building activities: Organize team-building exercises or activities that encourage members to work together in a non-work-related context. These activities can help strengthen relationships, promote trust, and foster a sense of camaraderie among PLG members.

Encourage reflection and learning: Regularly provide opportunities for members to reflect on their experiences within the PLG and share their insights and learning. This can be done through structured reflection activities or discussions that promote self-awareness and group learning.

Address conflicts proactively: Conflicts may arise within any group, but it's important to address them promptly and constructively. Establish a process for conflict resolution and encourage open dialogue to find resolutions that are satisfactory to all parties involved. Refer back to the established Values of the group.

Provide leadership and support: Ensure that the PLG has effective leadership that promotes trust, facilitates communication, and models the desired behaviors. Leaders should be approachable, supportive, and committed to creating a positive learning environment.

By implementing these supports, a PLG can work towards building trust, enhancing communication, and creating a positive and productive learning environment for all its members.

Ideas sourced from 'He Pikorua'