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.
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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.