Professional Learning Communities

Policy

This policy outlines the operation of professional learning communities (PLC) in government schools.

Summary

• Professional learning communities (PLC) are an important part of the architecture for improving student outcomes in government schools.
• PLCs provide a system for collaboration at the school level, providing opportunities for teachers and relevant Education Support (ES) staff to work together in small teams.
• Schools must ensure that all teachers and relevant ES staff are part of at least one PLC that:
  • includes between 3 to 6 members
  • meets regularly (at least 3 times a term)
  • takes collective accountability for improving learning and engagement within their classrooms
  • is focused on improving teaching practice, drawing on contemporary evidence of effective teaching through implementation of the Victorian Teaching and Learning Model (VTLM) 2.0 (noting that all schools will be expected to adopt the VTLM 2.0 from the start of the 2028 school year)
  • addresses trends or patterns emerging from student data
  • focuses on the priorities outlined in the School’s Strategic Plan (SSP) and Annual Implementation Plan (AIP)
  • agrees on specific actions and monitors their effectiveness.
• Schools have flexibility to choose the specific framework or cycle within which they implement PLCs, including the established FISO 2.0 Inquiry cycle (Evaluate and Diagnose, Prioritise and Set Goals, Develop and Plan, Implement and Monitor) or other approaches.
• Regardless of the framework chosen, it is recommended that each PLC reflect on their progress and operation as a group.

Details

PLCs provide a system for teacher collaboration, providing opportunities for teachers and relevant ES staff within a school to work together in small teams. Teams work together to:

• focus on cohorts of students and their learning in subject domains
• identify a problem of practice
• investigate ways to improve student outcomes.

It is recommended that all teachers and ES staff are part of a PLC, as this enables them to discuss strategies and techniques, and provide peer support.

PLCs play an important role in implementing the Victorian Teaching and Learning Model (VTLM) 2.0. PLCs provide the structure which supports teachers to evaluate and monitor the impact of their teaching.

The focus of the PLC must reflect the priorities outlined in the School’s Strategic Plan (SSP) and Annual Implementation Plan (AIP).

Related policies

• Annual Implementation Plan
• Victorian Teaching and Learning Model 2.0

Contact

For further advice on establishing and implementing PLCs in your school, refer to the Guidance tab.

For further information on the PLC initiative, please contact the School Performance Division: professional.learning.communities@education.vic.gov.au