PLC Leadership Lessons
Every school has teachers who quietly bring people together. They are the ones who keep discussions focused, who notice when someone’s struggling and offer to assist, they often turn a good idea into a shared one. Those are your PLC leaders, though they don’t always wear a title. The PEN system recognizes those teachers and put them where these people skills can be used and honed.
A Professional Learning Community doesn’t run on enthusiasm alone. It needs leadership — someone who can turn conversation into collaboration and collaboration into growth.
When I designed the PEN System, I saw how much the quality of a PLC depends on how its leader shapes the space: how they listen, frame questions, and help their peers connect learning goals to what’s actually happening in their classrooms.
Good PLC leaders do far more than arrange meetings or fill out forms. They keep the group anchored on student learning, not administration. They encourage every voice, especially the quiet ones. They notice patterns in classroom data and help the team decide what to do next. Most importantly, they lead their colleagues to bring the ideas teachers collect from books, conferences, webinars, or workshops back to the group and turn them into something practical — something that can be tried the following week, not shelved and forgotten.
They provide the framework for using those ideas when teachers do action research and share their results in their PLC.
When a teachers do experimental lessons to improve methodology, the PLC leader is there to encourage them. When teachers examine the work of struggling students, the PLC leader directs the meeting and makes sure that everyone participates.
When this happens, the whole school changes. Knowledge stops belonging to individuals and starts circulating. A teacher who attended a workshop on reading fluency, for example, can share what worked, others adapt it, and within a few weeks the impact reaches dozens of classrooms. That’s how best practice becomes shared practice — the heartbeat of the PEN System.
A good PLC leader doesn’t control the conversation; they guide it. They understand that professional growth is both personal and collective. They model reflection, honesty, and curiosity, and they create a space where teachers feel safe to take small risks — to try something new, share what happened, and learn from both success and struggle.
Schools thrive when professional learning is led by teachers, not imposed on them. PLC leaders are the quiet architects of that change — building bridges between ideas and action, between professional development and classroom reality. In every great school, you’ll find them: the people who make shared practice possible, but in the PEN system they get recognized for it.
PLC領導的啟示
在每一所學校裡，總有一些老師默默地把人聚在一起。他們讓討論保持焦點，留意到有人遇到困難時主動伸出援手，也常常能把一個好點子變成集體的行動。這些人就是PLC的領導者，雖然他們未必有正式的頭銜。PEN系統認可這些老師，並讓他們的溝通與協調能力得到充分發揮與磨練。
專業學習社群（PLC）並非僅靠熱情就能運作。它需要領導力——需要有人能把對話轉化為合作，並把合作轉化為成長。
當我設計PEN系統時，我看見一個PLC的品質，很大程度取決於其領導者如何營造空間：他們如何傾聽、如何提出問題，並如何協助同儕將學習目標與實際教學情境連結起來。
優秀的PLC領導者遠不只是安排會議或填寫表格。他們讓團隊始終以學生的學習為核心，而非行政事務。他們鼓勵每一個聲音被聽見，尤其是那些平時較安靜的老師。他們觀察學生學習數據中的模式，引導團隊決定下一步行動。最重要的是，他們帶領同事把從書籍、研討會、網路講座或工作坊中獲得的想法帶回團隊，並轉化為可實踐的策略——那些可以在下週就嘗試的點子，而不是被擱置或遺忘的資料。
他們為教師行動研究提供架構，讓這些想法能被應用、被測試，並在PLC中分享成果。
當老師們為改進教學方法而進行實驗課時，PLC領導者會在旁鼓勵他們；當老師們檢視學習困難學生的作品時，PLC領導者主持會議，確保每個人都參與討論。
當這樣的文化形成時，整所學校都會改變。知識不再屬於個別教師，而是流動共享的。一位參加閱讀流暢度研習的老師，能分享有效的策略，其他人再加以調整與應用，短短幾週後，影響力已擴散至數十個教室。這就是如何讓最佳實踐變成共享實踐——PEN系統的核心精神。
優秀的PLC領導者不主導對話，而是引導它。他們明白專業成長既是個人的，也是集體的。他們以反思、誠實與好奇作為榜樣，並營造一個讓老師敢於嘗試新事物、分享經驗、從成功與挑戰中學習的安全環境。
當專業學習由老師主導而非被外力推動時，學校才能真正茁壯。PLC領導者正是這種改變的靜默建築師——他們在理念與行動之間、在專業發展與教學實踐之間搭起橋樑。在每一所優秀的學校裡，你都會找到他們——那些讓共享實踐成為可能的人，而在PEN系統中，他們的努力也會被看見與肯定。
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