The third assumption regarding evidence of effectiveness is based on the idea that there are at least two ways to address the question of effectiveness. One way to seek evidence of effectiveness is to ask, “Is there evidence that the various individual practices central to the PLCs at Work process are effective?” For example, are there research findings that support the use of collaborative teaming? Is there evidence of effectiveness regarding the development and use of a guaranteed and viable curriculum? Is there evidence of effectiveness regarding monitoring student learning on a frequent and timely basis through the use of commonly developed formative assessments? And, given the fact that students (and adults) learn at different rates and in different ways, is there evidence that both student and adult learning is improved when there is an effective plan to provide systematic time and support for those who are struggling with their learning? Similarly, wouldn’t the same hold true for extending the learning of students who demonstrate proficiency? The second way to seek evidence of effectiveness is by reviewing evidence of the efficacy of the Professional Learning Communities at Work processes and practices when viewed as a collective whole. So, beyond the effectiveness of the individual practices that collectively form the Professional Learning Communities at Work framework, is there evidence of effectiveness regarding the overarching framework and processes? In other words, is there evidence that the PLCs at Work process has a positive impact on student learning? There is ample evidence that student learning is enhanced when schools implement the entire Professional Learning Communities at Work process with specificity and fidelity. Importantly, there is evidence that the process has a positive impact on other aspects of schooling as well, such as leadership, adult learning, teaching, culture, and professional satisfaction. The appendix in Revisiting Professional Learning Communities at Work, second edition (DuFour et al., 2021), contains a brief summary from a variety of sources of solid evidence of effectiveness. Additionally, the website allthingsplc.info contains a summary of evidence of effectiveness. Increasingly, a number of doctoral dissertations explore the efficacy of PLCs at Work processes and practices. (See Networked Digital Library of Theses and Dissertations at ndltd.org.) In short, there is solid research-based evidence that the Professional Learning Communities at Work process is effective for improving student learning, and the evidence continues to expand. PLCs at Work can be viewed as a collection of research-based effective practices that are organized in a framework that makes the total process both effective and doable. —Robert Eaker From AllThingsPLC Magazine, Volume 9, Issue 1 References DuFour, R., DuFour, R., Eaker, R., Mattos, M., & Muhammad, A. (2021). Revisiting Professional Learning Communities at Work: Proven insights for sustained, substantive school improvement. Solution Tree Press. DuFour, R., & Eaker, R. (1998). Professional Learning Communities at Work: Best practices for enhancing student achievement. National Educational Service. Robert Eaker is professor emeritus at Middle Tennessee State University.
