Professional Learning Cycle (PLC)

Planning and implementing the Professional Learning Cycle (PLC) has been a valuable learning experience. It challenged me to think more critically about how collaborative learning among teachers can improve their instructional time. Through this process, I realised the importance of structured reflection, shared practices and continuous professional development. This reflection explores my learning journey, the impact of PLC, and how it has shaped my understanding of instructional leadership.

Facilitating the PLC cycle reinforced the important collaboration in professional growth. Working with both teachers, I noticed that structured discussions and shared goals led to meaningful improvements in their teaching. At first, introducing PLC and guiding them through reflection model was overwhelming. However, over time, I saw how these frameworks helped them think more deeply about their practices. Supporting them in areas like transition strategies, peer discussions and inquiry-based learning showed me how small changes can make a big difference in classroom interactions.

Before engaging in PLC, collaboration among teachers were mostly informal. While discussions took place during curriculum meetings, they weren’t always applied consistently. Through the PLC, I saw a shift – teachers became more reflective, open to feedback, and intentional about their instructional choices. Initially, I viewed collaboration as just sharing ideas naturally, but now I understand that structured reflection and goal setting make it more effective.

I understand how structured learning communities push teachers to improve their practice. PLC provided a space for teachers to reflect, refine their strategies, and learn from like-minded individuals. Seeing their confidence grow made me appreciate my role as an instructional leader in supporting teacher development. I encouraged teachers to take initiative, aligned teaching strategies with clear goals, and provided opportunities for reflective practice.

Overall, leading the PLC was both rewarding and challenging. There were moments I felt unsure, but I learned that leadership is about guiding, not having all the answers. Moving forward, I want to improve my facilitation skills and explore more ways to make collaboration fun and meaningful for teachers. PLC has given me a clearer sense of how instructional leadership supports professional growth, and I hope to continue developing in this area.