Collaborative Growth

By Christen Parton

The Call for Collaborative Growth

The Texas Education Agency (TEA) publishes annual Texas Academic Performance Reports (TAPR) that provide state, regional, district, and campus performance data. Examining state-level data from the State of Texas Assessment and Readiness (STAAR) assessments across all content areas reveals the need for substantial change. Over the past four years, the percentage of students achieving "meets" level-demonstrating on-grade-level performance has stagnated:

• 2021: 41%
• 2022: 48%
• 2023: 49%
• 2024: 48%

While individual district data may vary, these averages underscore the insufficiency of current approaches. Multiple factors have influenced outcomes, including assessment changes and the transition to an online platform. Despite these variables, the limited progress highlights a clear call for collaborative growth. To drive meaningful improvement, educators must embrace teamwork, consistent practices, and shared accountability to elevate student achievement. 

Moving a district, campus, or classroom forward resembles assembling a complex puzzle. Success requires all pieces to fit together through hard work, patience, and strategic processes. Districts that implement authentic Professional Learning Communities (PLCs) often achieve significant growth in student outcomes. As Bailey and Jakicic (2019) state, "When teams function well, the work they accomplish will, without a doubt, lead to higher achievement for their students" (p. 209). However, many obstacles hinder the potential of PLCs. This article examines strategies for overcoming these challenges and harnessing the power of PLCs. A clear vision, a culture of trust, and collective efficacy are essential for PLCs to strengthen tier 1 instruction and transform education systems.

The Foundation of Effective PLCs

The Power of Why
Outlined in his book Start with Why, Simon Sinek discusses the concept of The Golden Circle. According to Sinek (2009), "Put simply, it helps us understand why we do what we do. The Golden Circle provides compelling evidence of how much more we can achieve if we remind ourselves to start everything we do by first asking why" (p. 38). 

Educators understand "what": preparing students for future success. However, methods vary across districts when it comes to "how." Regardless of one's role in education, the journey toward impactful PLCs begins with a clear understanding of "why." Consistently revisiting our foundational purpose will help educators overcome daily challenges such as behavior issues, policy demands, and external distractions. Anchoring PLCs in this shared mission ensures the focus remains on the ultimate goal: empowering students through education. This "why" must anchor educators to their purpose in the school system. Why are we here? Where do we want to go?

The Circle of Safety
Building on the "why," the next step is fostering a "circle of safety." Simon Sinek's Leaders Eat Last highlights the importance of creating trust-rich environments where collaboration thrives. "Intimidation, humiliation, isolation, feeling dumb, feeling useless, and rejection are all stresses we try to avoid inside the organization. It should be the goal of leadership to set a culture free of danger from each other, and the way to do that is by giving people a sense of belonging" (Sinek, 2017). When educators feel valued and safe, they are more willing to share their ideas, expertise, and experiences without fear of judgment from their peers. Trust and empathy amplify collective strengths and allow teams to tackle the challenges that come their way more effectively. This culture shift from "me" to "we" accelerates meaningful change. 

Fostering Collective Teacher Efficacy
John Hattie's research identifies that collective teacher efficacy is a belief shared by teachers that their actions can positively impact student learning (Hattie, 2012). Collective teacher efficacy stems from collaboration with peers who bring diverse experiences, perspectives, and knowledge. Effective PLCs foster this efficacy through:

• Open collaboration leveraging diverse expertise.
• Data-driven strategies tracking student growth and trends.
• Joint problem-solving to overcome challenges.
• Employ research-based strategies as the foundation for problem–solving.

When teachers see evidence of student growth from their collective strategies, their collective confidence strengthens. As Sinek (2017) notes, "The ability of a group of people to do remarkable things hinges on how well those people pull together as a team (p. 25).

Overcoming Challenges Across Districts

Districts vary in structure and size, presenting unique challenges for implementing PLCs. Large districts must manage the complexity of coordinating across numerous campuses, while small districts require staff to balance multiple roles. In both scenarios, scheduling is crucial in prioritizing PLCs and ensuring their success. 

Despite the differences, PLCs can bring transformative change by establishing systems prioritizing collaborative growth. Whether in urban or rural settings, creating systems that foster a safe and supportive environment for educators to collaborate transforms PLCs into a hub for professional growth and enhanced student outcomes.

The Influence of Effective PLCs

When implemented effectively, PLCs lead to profound changes, including:

• Improved Student Achievement: Informed instructional practices lead to higher performance.
• Enhanced Teacher Efficacy: Collaboration builds educators' confidence and skills.
• Leadership Development: Teachers and administrators refine their abilities to guide and inspire. 

Kristina Mojica of Beckville ISD reflects, "PLCs have had a significant influence in molding me into the teacher that I have become today. They have allowed me to collaborate, grow, and improve to better meet the needs of each of my students." Caryn Self from Cushing ISD adds, "PLCs help me to look at the curriculum from the big picture perspective. I love working with other grade levels to find commonalities in our curriculum and figuring out how to make the curriculum the most effective for our kids." These personal accounts from teachers in our region highlight the lasting impact of PLCs on both instruction and broader educational outcomes. 

(Pictured: Trinidad ISD staff participating in a Professional Learning Community)

Inspiring Collaborative Growth

For those looking to implement or rejuvenate PLCs in their schools, consider the following steps:

1. Establish a Shared Vision. Return to the "why" behind education and align PLC goals accordingly.
2. Create a Circle of Safety. Build trust and foster open collaboration.
3. Focus on Measurable Outcomes. Use data to guide instructional decisions and track progress. By embracing these principles, schools can cultivate PLCs that inspire collaboration and drive meaningful change.

By embracing these principles, schools can cultivate PLCs that inspire collaboration and drive meaningful change. 

Building a Legacy of Impact

Collaboration can transform schools when grounded in a clear vision and supported by a safe, trusting environment. PLCs offer a framework for educators to work together effectively, amplifying their collective ability to impact students. As Texas educators embrace the principles of collaborative growth, they create an opportunity for empowerment, learning, and success that will benefit students for generations to come. 

Bailey, K., & Jakicic, C. (2019). Make it happen: coaching with the 4 critical questions of PLCs at work®. Solution Tree Press.

Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge.

‌Sinek, S. (2017). Leaders eat last: Why some teams pull together and others don’t. Portfolio/Penguin, An Imprint Of Penguin Random House Llc.

‌Sinek, S. (2009). Start with why: How great leaders inspire everyone to take action. Portfolio/Penguin.