Canyons School District PLC Road Map

PLC Roadmap

Last Update 06/2025

A professional learning community (PLC) is a team of teachers who engage in a collaborative inquiry process and utilize evidence to understand their impact on student learning and to scale up teacher expertise. Professional Learning Communities have the ability to change the culture of a school by strengthening teacher efficacy, student efficacy, and collective teacher efficacy. Collective teacher efficacy refers to a staff’s shared belief that through their collective action, they can positively influence student outcomes, including those who are disengaged and/or disadvantaged. The PLC Roadmap is a tool designed to provide school leaders, coaches, and teacher leaders guidance in evaluating implementation progress across three critical domains and key features. PLC ROADMAP

STANDARDS AND INSTRUCTION

LEADERSHIP AND CULTURE

Examine Beliefs About Student Learning Provide Equitable Access to Grade Level Standards Implement Instructional Practices that Support All Learners Leverage Collective Instructional Capacity

Establish a School Culture Focused on Learning for All Building the Capacity of PLC Leads Align PLC Goals with Schoolwide Mission, Vision, and Goals Utilize Ongoing Communication and Feedback Protocols Establish and Develop Effective PLC Structures Monitor Fidelity of PLCs

DATA AND INQUIRY

Utilize Data and Evidence to Improve Instruction Create Short and Long-term Goals Implement a Variety of Assessment Practices Incorporate Common Assessments Utilize Collaborative Inquiry Processes

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THE PLC IMPLEMENTATION PROCESS s

The implementation of any new practice or system of practices is more likely to be successful if organized into a thoughtful process that outlines the sequence of work into manageable stages with clear expectations. The PLC Roadmap describes the progression of implementation work in each PLC Domain across four distinct stages. Because implementing PLCs involves a system of practices and processes, there may be variance in implementation stage from one domain to another. It is also possible for PLCs within a building to be in different stages of implementation.

Research & Plan

Implement

Sustain

Refine

Understand the work.

Start the work.

Work to do it better.

This is how we work.

FOCUS Building the infrastructure for successful implementation. KEY ACTIONS Solidify purpose and align to school goals Develop an implementation plan Set clear expectations about implementation Provide initial professional learning Gather feedback Set up monitoring systems

FOCUS Begin implementation and work out the challenges. KEY ACTIONS Provide professional learning for all staff Implement selected PLC structures, practices, and protocols Monitor progress of implementation plan against

FOCUS Continue to evaluate and refine practices so that implementation becomes easier. KEY ACTIONS Routinely monitor progress and evaluate implementation and outcomes Update implementation tools and resources Provide professional learning and coaching Implement new staff

FOCUS Learn from challenges to improve and expand consistency of implementation. KEY ACTIONS Analyze feedback and implementation and outcome evidence protocols, and/or timeline as necessary to ensure success Provide additional professional learning and coaching Monitor progress of adjustments Address challenges Make adjustments to structures, practices,

proposed timeline Gather feedback

onboarding procedures Maintain feedback and communication processes

For each stage of implementation The PLC Roadmap offers critical questions to support principals and leadership teams in reflecting on individual PLC progress or whole school progress. The critical questions may also be used in coaching conversations for PLCs or individuals.

Leadership and Culture

LEADERSHIP AND CULTURE

Establish a School Culture Focused on Learning for All Building the Capacity of PLC Leads Align PLC Goals with School-wide Mission, Vision, and Goals Utilize Ongoing Communication and Feedback Protocols Establish and Develop Effective PLC Structures Monitor Fidelity of PLCs

Leadership and Culture Establishing a School Culture Focused on Learning for ALL

Research and Plan

Implementation

Refine

Sustain

The principal explores effective ways to establish a school-wide culture of learning in order to ensure high levels of learning for ALL students. The principal, BLT, and PLC Leads define what a school culture of learning means at their school in order to ensure high levels of learning for ALL students.

The principal provides time and support for professional learning opportunities, and resources needed to establish a school culture across all staff in order to ensure high levels of learning for ALL students. The principal, BLT, and PLC Leads model and coach team members on how to begin to create a school culture to ensure high levels of learning for ALL students. How do the principal, BLT, and PLC Leads ensure that necessary professional learning opportunities and resources are provided so that all staff are supported in creating a school culture of high levels of learning for ALL students?

The principal leads, models, coaches, and defines the resources necessary to support a school culture that ensures high levels of learning for ALL students. The principal, BLT, and PLC Leads provide support, time, and resources to refine a school culture of learning to all staff to ensure high levels of learning for ALL students.

The principal continually supports ongoing feedback processes to sustain the school-wide culture of high levels of learning for ALL students. The principal, BLT, and PLC Leads consistently monitor the time and resources needed to sustain the school culture of high levels of learning for ALL students.

Critical Question:

Critical Question:

Critical Question:

Critical Question:

How do the principal, BLT, and PLC Leads ensure the vision of a culture of high levels of learning for ALL students is communicated across all staff?

How do the principal, and BLT ensure that all leaders have the skills necessary to lead, model, and coach others in supporting and refining a school culture of high levels of learning for ALL students?

How effective are established systems at monitoring the time, resources, and supports needed to sustain a school culture of high levels of learning for ALL students?

Leadership and Culture Building the Capacity of PLC Leads

Research and Plan

Implementation

Refine

Sustain

The principal and BLT examine and develop a variety of processes for selecting effective PLC leads. The principal and BLT explore structures and resources needed to support the capacity building and sustainability of PLC leadership skills.

The principal and BLT implement the roles and responsibilities for PLC Leads and disseminate to staff.The principal and BLT communicate the selection process used for PLC Leads. The principal and BLT work to build capacity across staff to serve as PLC Leads. The principal, BLT, and PLC Leads participate in ongoing professional learning focused on leading an effective PLC. Is the process of selection of PLC Leads transparent to all staff? Have the roles and responsibilities been communicated to all staff? How effective are current strategies for PLC leadership capacity building?

The principal (and assistant principals) monitor the fulfillment of PLC Lead roles/responsibilities and identify leadership needs of PLC Leads. The principal and BLT support PLC Leads with resources and provide further support and coaching as needed. The principal and BLT solicit feedback from PLC Leads regarding their perceived level of support, professional learning and coaching received, and/or leadership effectiveness. Are the PLC leads being monitored regularly on their fulfillment of their roles and responsibilities? How well are PLC leads fulfilling their leadership roles and responsibilities?

The principal (and assistant principals) consistently monitor and support fulfillment of PLC Lead roles and responsibilities. The principal and BLT routinely reflect on how to continue to build the capacity of PLC Leads. The principal and BLT continuously solicit feedback on the needs of all staff in PLC leadership roles.

Critical Questions:

Critical Question:

Critical Question:

Critical Question:

How do available structures and resources at the school support the capacity building of PLC leadership skills? What is the system in place to identify potential PLC leads?

Is the fidelity of PLC Lead roles and responsibilities being monitored effectively? What additional support and professional learning is needed to sustain effective PLC leadership?

Leadership and Culture Align PLC Goals with School-wide Mission, Vision, and Goals

Research and Plan

Implementation

Refine

Sustain

The principal and BLT review and communicate the school-wide mission, vision, and goals to PLCs. The principal and BLT train PLC Leads in how to develop and align the PLCs’ goals with the school-wide mission, vision, and goals.

The principal and BLT guide each PLC in the development and implementation of their goals to ensure alignment to the school-wide mission, vision, and goals.

Principal (and assistant principals) monitor each PLC to support them in reviewing and refining their goals to ensure alignment to school-wide mission, vision, and goals.

The principal (and assistant principals) continue to monitor PLC progress toward meeting the school mission and vision, and the goals of each PLC.

Critical Question:

Critical Question:

Critical Question:

Critical Question:

What process is in place to regularly review and communicate the school’s mission, vision, and goals to all staff?

What monitoring tools will be used to ensure that the goals of each PLC are aligned with the school-wide mission, vision, and goals?

How effective are the monitoring tools in ensuring a PLC continues to achieve their aligned goals?

How does the principal (and assistant principals) help PLCs continue to maintain focus on their aligned goals?

Leadership and Culture Utilize Ongoing Communication and Feedback Protocols

Research and Plan

Implementation

Refine

Sustain

The principal and BLT explore a variety of communication and feedback strategies and protocols for effective PLCs.

The principal and BLT introduce the practice of using specific communication and feedback protocols with staff.

The principal and BLT assess the effectiveness of the communication and feedback protocols in place and make adjustments.

The principal and BLT consistently monitor the use of specific communication and feedback protocols with PLCs and make adjustments as needed.

Critical Question:

Critical Questions:

Critical Questions:

Critical Questions:

What criteria are identified to create functional two-way communication protocols?

How is the effectiveness of the communication and feedback from the BLT to PLCs measured?How is the effectiveness of the communication and feedback from PLCs to the BLT measured?

How is staff feedback used to consistently improve the effectiveness of communication and feedback processes and protocols?

How are communication and feedback protocols continually adjusted and improved based on staff feedback?

Leadership and Culture Establish and Develop Effective PLC Structures

Research and Plan

Implementation

Refine

Sustain

The principal, leadership team, and PLC Leads investigate possible team configurations that support the needs of all students. The principal, BLT, and PLC Leads explore options for scheduling effective weekly PLC meetings. The principal, BLT, and PLC Leads understand the need for consistent protocols, including agenda formats, PLC minutes/notes, norms, member roles/responsibilities, decision making, PLC celebrations, and building a culture of trust. The principal, BLT, and PLC Leads explore available protocols to determine which will be used school-wide. What structures are currently in place to support a regular PLC meeting schedule school-wide? What protocols are available that can be effectively used in PLCs in our building?

The principal, BLT, and PLC leads configure teams that support the needs of each student. The principal, BLT, and PLC leads establish a schedule of consistent, regular PLC meeting times for PLCs for the school year. PLCs establish norms and systems that are consistent school-wide and include conflict resolution and consensus building strategies that foster a culture of trust. PLCs implement established protocols school-wide. Are the planned PLC configurations designed to best meet student needs at our school? What system is in place to ensure that PLCs understand how to establish norms and processes that include conflict-resolution and consensus building strategies? What systems are in place to monitor PLCs’ use of established protocols and processes?

PLCs meet in the selected configurations to determine if student needs are met. Each PLC meets during regularly scheduled meeting times. PLCs abide by established protocols and norms at each meeting. PLC members remind each other of protocols and norms using conflict-resolution and consensus-building strategies that foster a culture of trust. Each PLC follows established PLC expectations and provides feedback to and from the BLT.

PLC configurations and processes are continually monitored, analyzed and adjusted to meet student needs. PLCs consistently and effectively implement established protocols and norms in each meeting that utilize conflict-resolution and consensus-building strategies that foster a culture of trust. PLCs continually reflect, revisit, readjust, and re-evaluate norms and protocols and accommodate improvements that lead to increasing efficacy.

Critical Questions:

Critical Questions:

Critical Questions:

Critical Questions:

Are PLCs meeting regularly based on the established schedule? How is adherence to protocols and processes within PLCs being monitored? How are additional supports provided to PLCs when needed?

What is the process for analyzing and problem solving around PLC monitoring data? What systems are in place for PLCs to reflect on their practice and make adjustments to the process and/or protocols?

Leadership and Culture Monitoring Fidelity of PLCs

Research and Plan

Implementation

Refine

Sustain

The principal (and assistant principals) explores scheduling options to ensure regular PLC visits occur. The principal and BLT research and pilot effective PLC monitoring and feedback tools.

The principal and BLT select PLC monitoring and feedback tools to be used school-wide. The principal (and assistant principals) creates a schedule to ensure regular PLC visits and shares the schedule with the BLT and PLC Leads.

The principal (and assistant principals) use the agreed upon schedule to visit and monitor each PLC. The principal (and assistant principals) uses the identified monitoring tools to provide feedback to the PLC after each visit.

The principal (and assistant principals) prioritizes PLC visits and is continuously monitoring the progress of each PLC. The principal (and assistant principals) consistently shares observations and data from the monitoring tool with the BLT after each PLC visit to highlight successful practices and trends, problem-solve around barriers, and identify additional support that may be needed. What adjustments does the BLT make after receiving feedback from the principal (and assistant principals) and engaging in problem solving?

Critical Question:

Critical Questions:

Critical Questions:

Critical Question:

How do the principal and BLT create a “culture of acceptance” among staff using effective feedback monitoring tools?

Is the schedule to visit PLCs consistently followed? Have effective monitoring and feedback tools been identified and disseminated school wide?

How effective are the identified monitoring tools in providing important information about PLC functioning? What evidence is being collected that shows an understanding of successful PLC expectations?

Standards and Instruction

STANDARDS AND INSTRUCTION

Examine Beliefs About Student Learning Provide Equitable Access to Grade Level Standards Implement Instructional Practices that Support All Learners Leverage Collective Instructional Capacity

Standards and Instruction Examine Beliefs About Student Learning

Research and Plan

Implementation

Refine

Sustain

PLCs develop a common understanding of competency based learning and students are provided equal access to common learning outcomes. PLCs leverage the strengths of the individual PLC members to maximize the capacity of the PLC.

PLCs work focuses on the instruction each student needs to access and demonstrate common learning outcomes. PLCs collaborate using individual strengths to analyze and adjust instructional practices.

PLCs work to maintain high expectations for all students by through competency-based learning. PLCs consistently address behaviors that do not reflect the belief that all students can learn.

PLCs examine their instructional beliefs about student learning and success. PLCs explore competency based learning PLCs identify each member’s instructional strengths that will contribute to the effectiveness of the PLC. PLCs explore opportunities to build the understanding of effective instructional strategies of each PLC member to develop each other’s capacity.

Critical Questions: How does the leadership team support the belief that all students can learn?

Critical Questions: Are teachers able to identify the support they need to provide all students equal access to learning outcomes?

Critical Questions: How are teachers supported in ensuring all students have access to grade level instruction?

Critical Questions: How do PLCs keep the focus on all students learning at high levels? How do PLCs address behaviors that do not reflect the belief that all students can learn?

Standards and Instruction Provide Equitable Access to Grade Level Standards

Research and Plan

Implementation

Refine

Sustain

PLCs work to understand how the content standards set the foundation for instruction and assessment. PLCs analyze the standards to understand what students need to know and be able to do by considering: Learning intentions and success criteria Grade/Course level rigor Learning progressions Vertical alignment across grade levels

PLCs participate in professional learning opportunities around content standards. PLCs develop tools to monitor student learning of the standards. PLCs create lesson plans and assessments to reflect understanding of the standards.

PLCs provide all students equitable access to grade/course level standards through competency-based learning. PLCs revise lesson plans and assessments to reflect rigor of standards and appropriate scaffolds.

PLCs consistently reassess instructional practices to ensure all students are receiving equitable access to grade/course level standards. PLCs continually revisit and revise lesson plans and assessments to ensure rigor of standards and appropriate scaffolds are maintained. PLCs work to develop cross curricular connections of content standards with other disciplines. Critical Questions: How are PLCs supported in standards implementation so that they can best meet student needs? Do PLCs understand how the standards align with other content areas?

Critical Questions: Do PLCs understand how the standards fit within the learning progressions?

Critical Questions: What supports do PLCs need in order to use the standards to guide their instruction?

Critical Questions: How do PLCs know that all students have equitable access to grade/course level standards?

Standards and Instruction Implement Instructional Practices That Support All Learners

Research and Plan

Implementation

Refine

Sustain

PLCs examine and analyze their instructional practices by considering: Safety and Belonging WISR Instructional Design

PLCs prioritize specific, evidence-based instructional practices to implement based on students needs. PLCs solicit appropriate support so that all teachers are fluently implementing evidence-based practices and communicate additional needs to leadership teams as needed.

PLCs consistently implement evidence-based instructional practices and intentionally adjust to ensure all students continue to have equitable access to rigorous learning outcomes.

PLCs continually engage in efforts to analyze the impact of instructional practices on all learners.

Instructional Priorities Classroom Behavior Essentials Best Practices for Digital Teaching and Learning Accessibility Universal Design for Learning (UDL)

PLCs determine gaps between current instructional practices and evidence-based practices and select appropriate practices to meet student needs.

Critical Questions: What resources are needed for PLCs to analyze their practices?

Critical Questions: What system and classroom supports do PLCs need to prioritize and implement the selected practices?

Critical Questions: How are teachers providing scaffolds to support all students access to rigorous learning?

Critical Questions: How will PLCs maintain the effectiveness of their work?

Standards and Instruction Leverage Collective Instructional Capacity

Research and Plan

Implementation

Refine

Sustain

PLCs identify the instructional strengths of the individual PLC members to increase each other’s capacity.

PLCs leverage individual members’ strengths to strengthen the inquiry process, adjust instructional practices, and meet the needs of more students.

PLC members observe and coach each other to continually hone their instructional agility and teaching craft.

PLCs identify each member’s instructional strengths that will contribute to the effectiveness of the PLC.

Critical Questions: How does the leadership team support the belief that all students can learn?

Critical Questions: Are teachers able to identify the support they need to provide all students equal access to learning outcomes?

Critical Questions: How are teachers supported in ensuring all student?

Critical Questions: How do PLCs keep the focus on all students learning at high levels? How do PLCs address behaviors that do not reflect the belief that all students can learn?

Data and Inquiry Utilize Data and Evidence to Improve Instruction

DATA AND INQUIRY

Utilize Data and Evidence to Improve Instruction Create Short and Long-term Goals Implement a Variety of Assessment Practices Incorporate Common Assessments Utilize Collaborative Inquiry Processes

Data and Inquiry Utilize Data and Evidence to Improve Instruction

Research and Plan

Implementation

Refine

Sustain

PLCs explore a variety of available academic and non academic data and evidence to improve instruction. PLCs explore a variety of evidence of student learning and progress, for example, assessment growth, observation trends over time, and student work.

PLCs receive professional development on analyzing and examining academic and non-academic data and evidence. PLCs identify gaps and/or replications in student data and evidence. Critical Question: What professional development has already been provided to the PLCs around examining data? What process is followed to determine the gaps and replications of student data and evidence?

PLCs collect and analyze multiple types of data and evidence to improve instruction. PLCs examine data and evidence of instructional practice for effectiveness and alignment to rigor of grade level standards.

PLCs continually monitor data and evidence that is collected and use it to maximize teaching effectiveness and optimize student growth.

Critical Questions: How is academic and non

Critical Question: What process is followed when examining data to influence changes in instructional practice?

Critical Question: How are PLCs continuing to receive professional development around analyzing data?

academic data currently collected, and what process is used to collect this data?

Data and Inquiry Create Short and Long-Term Goals

Research and Plan

Implementation

Refine

Sustain

PLCs explore the use of goal setting by using data to create short and long-term goals for student achievement. PLCs create action steps to achieve short and long-term goals for student achievement that are measurable. Critical Questions: What process is used to develop both short and long-term goals? Are the established goals based on data and are they attainable and realistic?

PLCs review student data and implement specific action steps to achieve short-term and long-term goals for student achievement.

PLCs review student and instructional data regularly and modify action steps to ensure that they are meeting the desired short and long term goals for student achievement.

PLCs consistently and effectively implement and modify action steps to ensure they are meeting short and long-term goals for student achievement.

Critical Question: What are the action steps being used to achieve the established short and long-term goals?

Critical Question: How is data used to determine how the established goals need to be refined?

Critical Question: Are data and goals being revisited often to assess the progress being made?

Data and Inquiry Implement a Variety of Assessment Practices

Research and Plan

Implementation

Refine

Sustain

PLCs explore a variety of evidence from multiple data points in order to get a more complete view of student learning. PLCs develop a system to analyze classroom, school wide, district, and state data. PLCs research and develop common rubrics aligned to common assessments.

PLCs gather multiple data points from student evidence. PLCs analyze multiple data points to inform instructional practices. PLCs use common rubrics to collaboratively evaluate and review data and evidence from multiple data points.

PLCs review multiple data points to identify and problem solve around gaps and common trends identified from the assessments. PLCs collaboratively refine and adjust common rubrics as necessary to ensure consistency across teachers.

PLCs consistently monitor the methods of evaluating data to maximize effectiveness and optimize student growth. PLCs consistently analyze and problem-solve around student outcomes to determine effectiveness of instructional practices.

Critical Questions: What process is used to collect and analyze assessment data? What systems are in place to manage the assessment data and plan for change in instructional practice?

Critical Questions: Are the rubrics understandable and free from bias? Are the data being analyzed in a timely manner to inform instruction?

Critical Questions: Are the multiple data points accurately identifying the gaps in student learning?

Critical Questions: What additional professional learning is needed to support shared competency regarding data analysis?

Data and Inquiry Incorporate Common Assessments

Research and Plan

Implementation

Refine

Sustain

PLCs create individual and common formative and summative assessments and examine them for effectiveness. PLCs administer individual and common formative assessments on a schedule that is in alignment with the district scope and sequence.

PLCs review individual and common assessments to ensure they are aligned with the rigor and content of the content standards. PLCs review individual and common assessments to make any adjustments to ensure they are informing instruction.

PLCs continually review and refine individual and common assessments to ensure alignment with the content and rigor of standards. PLCs consistently monitor the usage of assessments to maximize effectiveness in informing instruction.

PLCs research the rationale behind creating common assessments in PLCs. PLCs analyze current common assessments to ensure they are aligned to the USBE content standards. PLCs research effective assessment writing and participate in professional learning around writing effective common assessments. PLCs determine which assessments will be the common PLC assessments. PLCs explore and participate in professional learning opportunities on how to implement a variety of assessments (formative, benchmark, and summative) into their instruction. Critical Questions: What are other PLCs at the school or around the district using for assessments? What formative and summative assessments are currently being used in the PLC?

Critical Questions: Are the assessments accurately assessing the standards? Do the timing of the assessments make sense in the progression of learning?

Critical Questions: Are there other types of formative and summative assessments that would be more appropriate to inform instruction or measure student outcomes?

Critical Questions: What additional professional learning is needed to support shared competency regarding assessments?

Data and Inquiry Utilize Collaborative Inquiry Processes

Research and Plan

Implementation

Refine

Sustain

PLCs develop protocols to ensure PLC work has quick turn-around cycles of gathering data and evidence to make instructional decisions that determine: What students need to know, understand, and be able to do; How teachers know if they are providing equitable access so that all students can learn; How students are demonstrating learning; What they will do when students have not learned or have reached proficiency before expected?

PLCs follow protocols to ensure PLC work has quick turn-around cycles gathering data and evidence to make instructional decisions that determine: The progression of what students need to know, understand, and be able to do; How teachers know if they are providing equitable access so that all students can learn; How students are demonstrating learning at each learning progression; What they will do when students have not learned or have reached proficiency before expected? Critical Questions: How do teachers select scaffolds or interventions without sacrificing rigor? How do PLCs respond when students aren’t learning or if they already have mastery?

PLCs continually analyze the effectiveness of their protocols by evaluating whether or not student outcomes are being met.

PLCs explore methods to ensure PLC work has quick turn-around cycles of gathering data and evidence to make instructional decisions that will impact student outcomes.

Critical Questions: What is currently in place to assure an action focused PLC that allows for quick turnaround cycles and what needs to be developed?

Critical Questions: What protocols are needed/in place to support a quick turnaround cycle in PLCs?

Critical Questions: How are teachers supported in effectively analyzing their team processes and classroom implementation?

PLC Roadmap Resources

Research and Plan

Implementation

Refine

Sustain

PLC SAMPLE Template and Problem Solving Log Elementary PLC Meeting Notes TEMPLATE Secondary PLC Meeting Notes TEMPLATE School PLC Observation Form Data Team Rubric

PLC Self-Assessment Tool School PLC Observation Form Data Team Rubric

PLC Self-Assessment Tool School PLC Observation Form Data Team Rubric

A Culture of Learning For All Stages of Team Development PLC Roles and Responsibilities One Step at a Time 7 Stages of Proessional Learning Teams 3 Big Ideas of a PLC