Professional Learning Communities (PLCs) are widespread, yet often times they are reduced to “just another meeting.” What are the conditions that realize the potential of PLCs to drive systemic improvements?

In this recorded webinar, Dr. Johanna Barmore and Dr. Melissa Strand describe how PLCs can serve as engines of improvement by making teaching practice visible and by embedding feedback into ongoing teaching and learning cycles. Such cycles provide repeated opportunities for teachers to analyze lessons, observe instruction, examine student work, and adjust practice in response to evidence. As PLC teams engage in this work, they strengthen their collective expertise and build the conditions necessary for sustained instructional improvement, which in turn leads to improved outcomes for students. 

Session Discussion Topics

  • Topic 1: Visibly Improving Teaching and Leaning
  • Topic 2: Teaching and Learning Cycles
  • Topic 3: Power of Protocols

Resources From the Session

Featured Speakers

Melissa Strand

Dr. Melissa Strand is a Senior Program Associate at WestEd with 23 years in education. She specializes in early literacy, instructional and leadership coaching, and PLC systems that improve teaching and learning. A former National Board–certified teacher, she holds a doctorate in psychology (cognition and instruction) and a master’s degree in bilingual/multicultural education. She supports districts in building sustainable leadership around collaborative improvement.

Johanna Barmore

Dr. Johanna Barmore is a Senior Program Associate at WestEd with expertise in instructional coaching, data-driven inquiry, mathematics pedagogy, and standards-based instruction. Her research at Harvard Graduate School of Education focused on how teachers improve practice through collaborative data use. She supports school and district teams in building high-functioning PLCs that center on improving instruction and student outcomes.