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PLC Development

We help you build your teacher team meetings into focused, data-driven sessions where teachers solve real instructional problems together.

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What Is It

A structured, year-long facilitation process that builds and sustains effective Professional Learning Communities at the school level. School Frontiers implements a proprietary 10-stage PLC cycle — organized across three phases: Foundation, Inquiry Cycle, and Action & Accountability — designed to move teacher teams from discussion-based meetings to task-based, evidence-driven collaboration that produces measurable changes in classroom instruction and student outcomes.

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Problems Solved

Scores Falling Short
Growth Has Stalled
Rising Mental Health Needs
No Real Intervention System
Students Are Checked Out
Data Nobody Can Use
PD That Doesn't Stick
Curriculum Lacks Coherence
Teachers Working in Silos
Goals That Live on a Shelf
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Deliverables

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Pre-launch school leader check-in with customized introductory workshop script and PowerPoint (school-branded)
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Signed PLC Agreement — team norms, goals, participants, roles, and collaboration statement
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PLC Meeting Agenda Template customized for the school
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Baseline PLC Quality Rubric assessment with follow-up observations across the cycle
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Written instructional response plan (Stage 8) with named owners, timelines, and evidence collection dates
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End-of-cycle PLC Outcomes Rubric results with team consensus scores across six outcome areas
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Cycle summary report — instructional learning, student impact evidence, and recommended next cycle focus
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Updated PLC agreements and role assignments for the second cycle
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Who's Involved

🏫 At Your School
Primary: School principal or instructional leader and designated PLC facilitator
Active participants: Teacher teams by grade level or content area
Governance partner: School leader at key check-in points throughout the cycle
Optional: All-staff orientation at launch
🧑‍🏫 Your School Frontiers Team
Director of Instructional Services — owns PLC implementation and auditing; conducts Quality Rubric observations; leads school leader check-ins
Lead Teacher Coach — primary on-the-ground facilitator; 1:1 coaching between sessions; builds facilitator independence over time
Teacher PD Lead — designs and delivers large-scale PD aligned to the PLC cycle's instructional focus
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How It Works

School Frontiers facilitates the full 10-stage PLC cycle across the school year (10–13 meetings per cycle; two cycles possible September–May), across three phases:

1
Foundation
Stages 1–3 · Sept–Oct · ~3 meetings
Introductory workshop; norms and shared vision; role assignment — facilitator, recorder, timekeeper, norm keeper.
2
Inquiry Cycle
Stages 4–7 · Oct–Dec · 4–7 meetings
Data analysis; sorting protocol; student work analysis; analysis of instruction via video or lesson plan review.
3
Action & Accountability
Stages 8–10 · Dec–Jan · ~3 meetings
Instructional response planning with named owners; review and feedback loop; full cycle reflection using the Outcomes Rubric.

SF coaches conduct school leader check-ins, model protocols when needed, and use the PLC Quality Rubric to track growth across seven effectiveness categories. Every meeting opens by closing the loop on prior commitments.

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When

Initiated at the start of the school year — ideally with a pre-launch school leader check-in in August. Foundation must be completed before the Inquiry Cycle begins; shortcutting it is the most common cause of PLC failure. Also effective when a school has had prior unproductive PLC experience, as the SF model directly addresses the most common failure patterns.

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Objectives

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Shift teacher teams from "present-and-talk" meetings to task-based collaboration that changes classroom practice
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Build a school-wide culture where student data actively drives instructional decisions at the team level
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Develop the internal capacity of the school-based facilitator to lead PLC cycles independently over time
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Create a peer accountability culture where follow-through on instructional commitments is the norm
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Align PLC work to school improvement goals so teachers experience it as central and not as an add-on
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Improve student outcomes in targeted focus standards through coordinated, evidence-based instructional responses
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Testimonials

Testimonials coming soon.

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FAQ

FAQ coming soon.

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