Effective Professional Learning Communities: Lessons I Learned Creating VOYAGE Horizons
When I started implementing Professional Learning Communities (PLCs) in schools, I wasn’t an administrator; I was either a classroom teacher or an instructional coach. This is important because, too often, school administrators don’t take an active role in setting up PLCs for success. From my experience, administrators tend to either view PLCs as a compliance requirement or lack a clear understanding of how PLCs actually support teachers and students. As a result, PLC implementation often gets delegated to someone else—usually without the structured support it needs.
My own experience with PLCs reflects this lack of support. The first two times I tried to implement them school-wide, the results were disappointing. I initially assumed that if PLCs weren’t improving teacher performance and student outcomes, the issue must be with the teachers. After all, when students aren’t progressing, we ask teachers to self-reflect and adjust their methods—so why not apply that same level of reflection to how I was introducing PLCs?
The third time around, I changed my approach. Instead of viewing PLC implementation as solely a teacher challenge, I examined my own role and strategies. I created a PLC specifically focused on improving the PLC process itself, inviting other instructional coaches to join. This group became what I now call the VOYAGE Lead Team. Initially, some coaches were hesitant, but within a few months, the impact on our grade-level PLCs spoke for itself, and that early skepticism turned into real buy-in.
This article explains the VOYAGE Horizons framework, a structured, collaborative model centered around three interconnected teams: the VOYAGE Lead Team, the VOYAGE Facilitator Team, and the VOYAGE Grade Level Team. Each team plays a specific role in driving sustainable, effective PLC implementation.
The VOYAGE Lead Team - Central Planning and Strategy
The VOYAGE Lead Team forms the backbone of the VOYAGE Horizons model. It consists of instructional coaches, school leaders, and strategists who take on the responsibility of analyzing school-wide needs and shaping the strategic direction of the PLC initiative.
Key Responsibilities:
Needs Analysis: The Lead Team begins with a thorough needs assessment, using data to identify school-wide challenges and areas for growth. This isn’t a surface-level look; the team dives deep into student achievement data, instructional gaps, and other factors impacting school performance.
Strategic Roadmaps: Using the data, the Lead Team develops tailored training plans that address the specific needs of the school. These plans lay out clear steps and focus areas, providing structure for the entire PLC process.
Training VOYAGE Facilitators: A critical role of the Lead Team is selecting and training the VOYAGE Facilitators—teacher leaders who will manage grade-level PLCs. This training covers essential skills, from data analysis to leading discussions, equipping facilitators to guide their teams effectively.
The Lead Team acts as the strategic center of the VOYAGE Horizons model, creating the structure and direction that make PLCs effective. Without this core team, PLCs risk becoming scattered, losing focus, or becoming overly compliance-driven.
The VOYAGE Facilitator Team - Bridging Strategy to Action
The VOYAGE Facilitator Team connects the Lead Team’s strategic planning with on-the-ground implementation. Each facilitator is a teacher leader selected from each grade level or content area, chosen either by the Lead Team or by their peers.
Key Responsibilities:
Training and Development: Facilitators attend sessions led by the Lead Team, where they learn to analyze student data, refine instructional strategies, and facilitate meetings. This training prepares them to lead their grade-level PLCs in focused, meaningful discussions.
Leading Grade-Level PLCs: Facilitators bring the Lead Team’s strategic vision to life in their grade-level or content teams. They guide their teams through student data reviews, discussions on teaching methods, and instructional planning, ensuring that conversations are grounded in data and aligned with school goals.
Facilitators play a crucial role in transforming the Lead Team’s ideas into actionable steps. They ensure that grade-level discussions stay focused on student needs and instructional improvements, creating a strong link between strategy and classroom practice.
The VOYAGE Grade Level Team - The Core of Instructional Change
The VOYAGE Grade Level Team represents the front line of the VOYAGE Horizons model. These teams consist of teachers within each grade or content area who meet regularly under the guidance of their facilitator to analyze student performance, discuss instructional strategies, and set actionable goals.
Key Responsibilities:
Data-Driven Decision Making: Teachers in grade-level PLCs work together to closely examine student data. They identify which students are struggling, which teaching strategies are effective, and where adjustments are needed. This data-centered approach allows them to make informed decisions that have a direct impact on their teaching.
Collaboration and Best Practices: Grade-level teams provide a forum for teachers to share ideas, support each other, and solve problems together. Regular meetings create a structured space where teachers can align their instructional approaches, learn from each other, and continuously refine their methods.
The Grade Level Team’s role is critical because this is where real changes in teaching occur. Teachers on these teams directly impact student learning, using insights from data to adjust and improve their practices as they go.
The VOYAGE Horizons model was built on the lessons learned from both unsuccessful and successful attempts to implement PLCs. By creating three interconnected teams—the VOYAGE Lead Team, the VOYAGE Facilitator Team, and the VOYAGE Grade Level Team—the model provides structure, support, and accountability at each level. Each team plays a distinct role, but together they form a system that keeps PLCs focused, data-informed, and aligned with school-wide goals.
For school leaders and educators looking to implement or improve PLCs, the VOYAGE Horizons framework offers a practical, effective approach. This model recognizes the value of collaboration, structured support, and continuous reflection, providing a sustainable way to drive meaningful progress in classrooms.
If the VOYAGE Horizons framework described in this article piqued your interest and you’d like to explore further, click the following link to access the first section of VOYAGE Horizons Module 1: The Source of the Issue.
