Overcoming Barriers to Professional Learning Communities: A School Leader’s Guide to Lasting Impact
As school leaders embark upon a new school year or semester, it is crucial to create sustainable professional learning communities for adults. All too often, adult learning is overlooked while the "main event" becomes driving student growth and measurable success. But the most transformative education environments are those where adults are continuously learning and provided opportunities to implement and revise new pedagogical approaches and insights. The importance of a professional learning community (PLC) in schools cannot be understated.
In my experience working with educators across schools, I’ve seen that the most successful institutions create intentional spaces for adult collaboration that directly support student learning goals. For school leaders, enabling and sustaining these communities is not just a strategy—it is a necessity.
The Importance of Adult Learning in Schools
Professional learning communities are structured groups where educators meet regularly to reflect on practice, analyze data, and improve instruction. Research shows that schools with strong PLCs are more likely to show gains in student achievement, teacher satisfaction, and school culture1. These communities help ensure that educators are not working in isolation but instead are engaging in continuous improvement that aligns with the school’s mission. When teachers collaborate meaningfully, they are more equipped to address diverse student needs, implement evidence-based strategies, and adapt to shifting educational demands2.
However, establishing and maintaining these communities is not as simple as assigning meeting times. Many impediments can limit their effectiveness. With thoughtful planning and consistent support, these challenges can be addressed and overcome. Below, I outline some of the most common barriers and offer practical solutions tailored for school leaders and municipal education managers.
1. Lack of Time
Time is the most cited barrier to effective PLCs. Educators already juggle teaching, grading, meetings, and administrative responsibilities. Adding collaborative planning without carving out dedicated time leads to burnout and low engagement.
Solution:
Schedule regular, protected time within the school calendar—such as early-release days, common planning periods, or dedicated PLC meetings during professional development days. Prioritize collaboration by eliminating or streamlining less critical meetings and administrative tasks3. This communicates that adult learning is a central priority, not an afterthought.
2. Insufficient Administrative or District Support
PLCs cannot thrive without visible and ongoing backing from leadership. When district leaders or principals treat PLCs as optional or peripheral, teachers may not see their value.
Solution:
Advocate for leadership support that includes resources, recognition of PLC efforts, and alignment with school improvement priorities. Principals and administrators should actively participate, monitor progress, and remove obstacles to collaboration. When leadership models commitment, it sends a strong message about shared responsibility for learning4.
3. Poor Communication and Collaboration
Without clear communication, PLCs can become unfocused or dominated by a few voices. Lack of transparency can lead to misunderstandings and decreased trust.
Solution:
Establish clear communication channels using shared digital platforms and meeting notes. Foster a culture where open, reflective dialogue is encouraged. Use structured protocols for discussions and decision-making to ensure all voices are heard and meetings stay productive5.
4. Disorganization or Lack of Clear Structure
When PLCs lack clear goals, roles, or agendas, meetings can drift off-topic and lose momentum.
Solution:
Define specific objectives, meeting agendas, norms, and individual roles. Use frameworks or templates to support consistency and accountability in meeting structure. Provide training in facilitation and group processes to improve meeting quality and outcomes6. In my building, we use an adaptation of the Meeting Wise Agenda Template.
5. Resistance to Change and Low Buy-In
Some educators may view PLCs as another top-down initiative that adds to their workload without clear benefits.
Solution:
Involve teachers in shaping the vision and goals of PLCs to boost ownership. Share “quick wins” and early indicators of success. Use peer leaders—those respected by colleagues—to model engagement and encourage others to participate willingly7.
6. Unequal Participation or Lack of Collective Responsibility
In some PLCs, a few teachers carry the burden while others disengage. This undermines collective efficacy and creates resentment.
Solution:
Rotate roles and responsibilities to ensure shared leadership and balance. Set explicit expectations for participation and contributions. Promote accountability by tying PLC outcomes to shared school goals8.
7. Resource Constraints
Limited budgets can restrict access to materials, training, or external expertise needed for effective collaboration.
Solution:
Seek district or grant funding to support PLC activities. Leverage existing in-house talent or partner with local universities and educational organizations. Use open educational resources (OERs) when funds are limited9.
8. Cultural Barriers and Trust Issues
In some schools, a lack of trust or fear of judgment deters open sharing. Teachers may be reluctant to admit challenges or try new strategies.
Solution:
Invest time in trust-building activities and team development. Create a psychologically safe environment where vulnerability is not penalized but encouraged. Leadership should model openness and active listening to set the tone for collaboration10.
9. Overemphasis on Conformity or One-Size-Fits-All Models
Rigid approaches can stifle innovation and make PLCs feel disconnected from classroom realities.
Solution:
Allow flexibility in how PLCs operate to enable teacher autonomy. Encourage both consistency in essential practices and differentiation based on team needs, grade level, or student population. This balance supports both equity and innovation11.
10. Sustainability Challenges
PLCs often lose momentum over time, especially with leadership turnover or shifting priorities.
Solution:
Build regular check-ins to assess PLC progress and adapt as goals evolve. Celebrate small successes to maintain energy and morale. Institutionalize effective practices into school policies and professional development plans, ensuring they persist beyond individual leaders12.
By directly focusing on these remedies, educational leaders and teachers can significantly increase the long-term effectiveness and impact of PLCs within their schools. Each challenge requires an intentional, sustained approach—but with clear strategies, strong leadership, and a collaborative culture, these obstacles can be successfully addressed. For organizational and leadership teams, ensuring that schools have the infrastructure, policy flexibility, and resources to support PLCs is a critical investment in both educator capacity and student success.
DuFour, Richard, Rebecca DuFour, Robert Eaker, and Thomas Many. Learning by Doing: A Handbook for Professional Learning Communities at Work. Bloomington, IN: Solution Tree Press, 2016.
Hord, Shirley M. “Professional Learning Communities: Communities of Continuous Inquiry and Improvement.” Southwest Educational Development Laboratory, 1997.
Louis, Karen Seashore, Helen M. Marks, and Sharon Kruse. “Teachers’ Professional Community in Restructuring Schools.” American Educational Research Journal 33, no. 4 (1996): 757–798.
McLaughlin, Milbrey W., and Joan E. Talbert. Building School-Based Teacher Learning Communities: Professional Strategies to Improve Student Achievement. New York: Teachers College Press, 2006.
Nelson, Tamara Holmlund. “Teachers’ Collaborative Inquiry and Professional Growth: Should We Be Optimistic?” Science Education 94, no. 3 (2010): 548–580.
Pirtle, Sarah S., and Stephanie Galvan. “Diagnosing and Improving Collaboration in Professional Learning Communities.” Educational Leadership 71, no. 6 (2014): 36–41.
Schildkamp, Kim, and Cindy Poortman. “Factors Influencing the Functioning of Data Teams.” Teachers College Record 117, no. 4 (2015): 1–32.
Stoll, Louise, and Karen Seashore Louis, eds. Professional Learning Communities: Divergence, Depth and Dilemmas. Maidenhead: Open University Press, 2007.
Vescio, Vicki, Dorene Ross, and Alyson Adams. “A Review of Research on the Impact of Professional Learning Communities on Teaching Practice and Student Learning.” Teaching and Teacher Education 24, no. 1 (2008): 80–91.
Wenger, Etienne. Communities of Practice: Learning, Meaning, and Identity. Cambridge: Cambridge University Press, 1998.
Woodland, Rebecca H., and Aaron J. Mazur. “Do Teacher Teams Work? The Effects of Professional Learning Communities on Student Achievement.” Journal of Educational Research 109, no. 3 (2016): 247–261.
York-Barr, Jennifer, and Kastroff, Kerri. “Reflective Practice for Improving Schools: An Analysis of Professional Practice.” Journal of Educational Administration 41, no. 3 (2003): 291–306.
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ABOUT THE ROLE This is a full-time, permanent, unclassified, 10-month appointment at the New York State School for the Blind. The role involves working collaboratively with multi-disciplinary teams to develop, implement, and monitor a school-wide curriculum plan based on the Expanded Core Curriculum, supporting classroom instructors, and providing professional development and technical assistance. KEY RESPONSIBILITIES - Communicate and work collaboratively with multi-disciplinary teams. - Assist department leaders and classroom instructors with the development, implementation, and monitoring of a school-wide curriculum plan based on the Expanded Core Curriculum. - Participate in or facilitate curriculum review committees. - Stay informed of trends in instructional methods and educational technology. - Assist teachers in incorporating new technology into their lessons. - Provide feedback to teachers based on individual observation and student performance data. - Use data to monitor performance on New York State Learning Standards. - Provide professional development and technical assistance to support classroom instructors. - Serve as a resource to staff and teachers in the curriculum, instruction, and assessment process. - Perform other duties as requested by the Head of Department. MINIMUM QUALIFICATIONS - Bachelor's degree or higher. - Valid Teacher of the Visually Impaired Certification. - Ability to perform moderate to heavy lifting of children. - Preferred: NYS Teaching Certificate in Special Education. SPECIAL REQUIREMENTS - Must possess valid New York State teaching certification in Teacher of the Visually Impaired with active registration at the time of hire. - Continued employment depends on maintaining this valid certification and adhering to all relevant professional development and training requirements. - Candidates with initial certification must obtain a professional certification prior to the expiration of the initial certification. - Fingerprinting through the FBI and Division of Criminal Justice Services, background check with the Office of Children and Family Services, and clearance from the Justice Center Staff Exclusion List are required (fees at applicant's expense, unless fingerprints exist in the NYS TEACH System). - Verification of bachelor's degree and valid NYS teaching certification/transcripts is required at the time of interview. SELECTION PROCESS - Review of resume and letter of interest to ensure minimum qualifications are clearly met. - Verification of degree, transcripts, and valid NYS teaching certification at the time of interview. - Completion of background checks, fingerprinting, and Staff Exclusion List clearance. HOW TO APPLY - Send a resume and letter of interest by August 20, 2026, to nyssbjobs@nysed.gov (email submissions are preferred). - The resume must clearly indicate how the candidate meets the minimum qualifications. - Include the Box number (BAT-550/00124) in the subject line of the email and cover letter. - Do not submit links to application materials (e.g., Google Docs). EMPLOYMENT DETAILS - Employer: New York State Education Department (NYSED) / New York State School for the Blind - Location: Batavia, NY (Genesee County) - Job Type: Full-Time, Permanent, Unclassified Service, 10-month appointment - Vacancy ID: 211134 - Bargaining Unit: PS&T - Professional, Scientific, and Technical (PEF) - Schedule: Monday-Friday, 7:30 AM to 3:00 PM (37.5 hours per week) - Benefits: 30 hours paid personal leave annually, 12 days (84 hours) paid sick leave per school year, health/dental/vision benefits, NYS pension system or Optional Retirement Defined Contribution Plan with 8% salary match, Paid Parental Leave, Public Service Loan Forgiveness (PSLF), and deferred compensation options. - Equal Opportunity: NYSED is an equal opportunity/affirmative action employer.
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ABOUT THE ROLE The Psychology Department at the State University of New York at Old Westbury seeks a candidate for a tenure track appointment anticipated to begin Spring 2027. The department is looking for candidates with a concentration in social psychology or a closely related field who integrate traditional with critical perspectives in examining social issues, particularly those related to the impacts of resource disparities. Expertise in specialty areas such as peace and violence, community psychology, organizational psychology, group dynamics, environmental sustainability, prejudice, and intersectionality is highly valued. KEY RESPONSIBILITIES - Teach core curriculum courses including Introduction to Psychology, courses in the research sequence, and senior seminar courses - Teach specialized courses such as Social Psychology, Community Psychology, Psychology and Social Justice, and electives in the Social Psychology and Diversity and Social Justice domains - Participate in service activities including advising students on course registration and careers - Fulfill department, university, and related committee responsibilities - Engage in program assessment and curriculum development - Maintain an active research program and make scholarly contributions to the field MINIMUM QUALIFICATIONS - Ph.D. in Psychology or a closely related field completed by January 2027 or before the position start date - Specialization in social psychology or a closely related field - Ability to teach courses in the specialization area and core courses for the undergraduate curriculum - Strong commitment to an active research program - Strong commitment to teaching and mentoring diverse student populations at the undergraduate level SPECIAL REQUIREMENTS - Previous experience teaching in higher education to a diverse student body is preferred - VISA sponsorship is not available for this position - Employment is contingent on the verification of credentials, background check, and pre-employment screening SELECTION PROCESS - First review of applications begins on August 15, 2026, and the position is open until filled - Progression through the tenure track will be based on demonstrated excellence in teaching, meaningful service, and sustained professional development HOW TO APPLY - Must apply online via the SUNY Old Westbury Interview Exchange portal or the official jobs and careers website - Emailed resumes will not be accepted - Submit the following documents: 1. Letter of application 2. Curriculum vitae 3. Statement of teaching philosophy 4. Statement of research interest 5. Copies of recently completed research papers 6. Contact information for three references 7. Fully completed Old Westbury employment application EMPLOYMENT DETAILS - Employer: SUNY Old Westbury - Department: Psychology Department - Location: 223 Store Hill Road, Old Westbury, NY 11568 - Job Type: Full-Time, Permanent, Tenure Track - Bargaining Unit: PSNU - Professional Services Negotiating Unit (UUP) - Schedule: Variable workweek, 37.5 hours per week - Vacancy ID: 212185 - Date Posted: 03/23/2026 - Applications Due: First review on 08/15/2026, open until filled