Professional Learning Networks (PLNs) & Professional Learning Communities (PLCs)

This week, there has been a lot of discussion about Professional Learning Networks (PLNs) and online communities for teachers. I wanted to take a moment to share an initiative my previous school started to encourage networking, collaboration, and professional growth among educators.

Many schools are increasing the frequency of professional development opportunities throughout the year. One approach that has become more common is the use of Professional Learning Communities (PLCs). PLCs provide educators with time to collaborate, share resources, discuss instructional strategies, and work together to improve student outcomes (Torchia, 2024). At my previous school, these communities met in person monthly.

After reading through several of this week's articles, as well as an article published by EdTech, I realized that the PLCs at my previous school may have actually aligned more closely with the concept of a Professional Learning Network (PLN). While the meetings were organized by the school, they were often informal in nature. Teachers would gather in a classroom, form small groups, ask questions, share ideas, and discuss challenges they were facing in their classrooms.

One aspect I particularly appreciated was the opportunity to learn directly from colleagues. At times, a teacher would be asked to share a resource, strategy, or technology tool they had found effective and provide a brief tutorial on how they used it to improve student outcomes. Looking back, I realize that social media was not inherently a part of these networks and communities. However, the collaborative nature of the group still reflected many of the characteristics of a PLN. The biggest difference was that the network existed primarily within the school rather than through online platforms.

Sources: 

Torchia, Rebecca. (2024). PLN vs. PLC in education: Where to find your community. EdTech. https://edtechmagazine.com/k12/article/2024/08/pln-vs-plc-perfcon