PLC-Data Teams, The Tool for Our Why

 Polly Patrick & Angela Peery, PLC-POWERED DATA TEAMS—A guide to Effective Collaboration and Learning

As a building administrator, you are always on the lookout for that one go-to evidence-informed resource to share with instructional staff to ensure equitable outcomes for each student. Polly Patrick’s and Angela Peery’s PLC-Powered Data Teams, A Guide to Effective Collaboration and Learning is that resource. John Hattie, a well-known author, researcher, and professor shared his thoughts on their new book. “The messages, the examples of the big ideas in action, and the focus on collectively interpreting data to help educators further enhance the learning lives of students—this is the gift you will receive reading PLC-Powered Data Teams” (p. xvii). 

Patrick and Peery get right to the ‘why’ behind PLC-Data teams by addressing educators’ mindsets and attitudes on approaching student learning and the willingness to grow as teachers and leaders. “Why examine our attitudes? There is the strong possibility that if teachers go to work and refuse to grow, then that is what students may do as well” (p. 11). Do we believe all students can improve and grow? Do we believe in the value and importance of collaboration with colleagues? Can we hold up that mirror and examine the impact our actions have on student learning. These are hard questions but critical to provide equitable outcomes needed in our schools and classrooms. 

How do we build these teams to not just speed through the process but “to go far, together”? One of my favorite features of Patrick’s and Peery’s book is the excerpts from educators across the country who share how they are implementing PLC-Data teams—moving their learning forward, not in isolation but purposefully by building collective teacher efficacy together. Their stories are powerful examples for those getting started or revisiting the process. Teachers, principals, and district leaders share their missteps, tentative steps, and next steps towards positive academic outcomes for students. 

Here are two examples of teacher leaders pursuing greater effectiveness with their teaching and learning practices. Matt Wallace and Kathryn Girard, fifth-grade teachers at East Gresham Elementary, share their reflections on the PLC-Data Team process’s impact on their professional learning and student growth. 

Patrick & Peery remind us, “Learning and thinking moving to mastery is the why we do this work...Our advice to teachers is to think beyond the tyranny of the urgent task being in the classroom, pacing guides, and curriculum guides. Instead, work collaboratively with the excitement of how it fees when we are part of successful student learning! When more students than ever master what you want them to master, this is what you as a ‘lead learner’ in the classroom want….Can you think of anything better than that?” (p. 91).