May 27, 2026
Contributing Author: Dr. Pam Gildersleeve-Hernandez
I recently read a Facebook post from a gifted and influential educational leader that disparaged the ongoing investment of schools and districts in the PLC process. I was surprised to see his opinion. The research is clear: PLCs, when implemented well, strengthen instructional practice, improve teacher decision-making, and positively impact student achievement (Vescio et al, 2008). When educational leaders implement PLCs with intention and consistency—grounded in collaborative teacher analysis of student learning, shared ownership of outcomes, and ongoing job-embedded professional learning, they:
- strengthen instructional practice
- build collective teacher efficacy
- create the conditions for improved student achievement
The Facebook post stayed with me; I haven’t been able to shake the impact the author’s influence may have had. I do remember participating in poorly designed PLCs as a teacher and the resentment the wasted time brought to our team. Yet, fast-forward several years, and I understand, it wasn’t the concept of the PLC that was faulty; it was the rollout. Compliance-based mandates do not make transformational organizational practices effective. Adaptive leadership does (Heifetz et al, 2009). To drive sustainable transformational change, the five key components of adaptive leadership must be implemented:
- create psychological safety and make naming elephants in the room the norm
- nurture shared ownership for student outcomes
- encourage independent judgment
- develop leadership capacity across job classifications
- institutionalize shared reflection and continuous learning
Rather than questioning the validity of research-based practices, it is important that, as educational leaders, we evaluate the conditions and the structures through which expectations are rolled out. This is where the emotional and often vulnerable work takes place in organizations. Leaders frequently find it easier to question a practice’s validity, rather than engage in the challenging work of naming what is not working. Acknowledging an uncomfortable reality and initiating change that takes staff and colleagues out of their comfort zone is a powerful catalyst driver in shifting toward sustainable best practices. Begin the tough work by creating psychological safety where it is okay to name the elephants in the room. Then, much like in effective PLCs and strong classroom instruction, establish clear success criteria and a feedback loop through which teachers can request support and resources. Trust the professional judgment of those doing the work, learn alongside staff, release control as teams demonstrate impact, and remain committed to reflection and continuous learning.
Remember, structure and consistency drive results (Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M., & Wallace, F., 2005)
Citations
Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M., & Wallace, F. (2005). Implementation Research: A Synthesis of the Literature. Tampa, FL: University of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research Network (FMHI Publication #231).
Heifetz, R. A., Grashow, A., & Linsky, M. (2009). The practice of adaptive leadership: Tools and tactics for changing your organization and the world. Harvard Business Press.
Reeves, D. (2025). Fearless instruction. Creative Leadership Press.
Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of Professional Learning Communities on teaching practice and student learning. Teaching and Teacher Education, 24(1), 80–91. https://doi.org/10.1016/j.tate.2007.01.004