Module 3 - Session 1
1Introduction & Learning Outcomes
HTMLOrganziational Aspects- Welcome to Session 1
In this session, we present the six key organizational areas that need to be considered, and explore how they can be addressed within a PLC through information input, practical exercises, and reflection opportunities. We start with two quotes …
Quote 1:
"He who every morning plans the transaction of the day and follows out that plan, carries a thread that will guide him through the maze of the most busy life." Victor Hugo (in Maxwell, 2000, p.182)
Quote 2:
"A good plan is like a road map: It shows the final destination and usually the best way to get there.“ (H. Stanley Judd)
These two quotes emphasize the importance of organizational aspects for work in general and point out that properly addressing them contributes to success. They can be related to the approach of PLC work. In PLCs participants care very much about deep reflection and development of new ideas for their practical work. By also taking care of organizational aspects the group supports their own collaboration. If organizational aspects are deliberately planned – for example, by the group setting structures regarding time, meetings, and processes, and by anticipating the recording of results and achievements – some decisions are already made for the members later in the process and no longer need to be discussed. When a group pays attention to organizational aspects they make sure, distraction, inefficient exchange or unpleasant situations are reduced.
2Overview of the organizational aspects of PLCs
HTMLThe pie chart below illustrates all aspects to be considered in the organizational dimension and comprises six sections
3Description of the organizational aspects of PLCs
HTMLPie chart description:
1. Time management: Regarding time management, the group focuses on using time optimally, working as efficiently as possible to maximize benefits for everyone during that time. This is ensured by generally pre-structuring the sessions and providing an agenda that gives an overview of what to expect. Having a generally fixed time frame helps members work together in a disciplined and focused way, because everyone knows the procedures and no time is lost on discussions due to uncertainties.
2. Room & materials: Preparing the room and materials serves as an external structure that helps the PLC focus on the content-related topics. This also establishes additional conditions relevant for the meeting, allowing the time to be devoted to the actual exchange. The quality of the exchange and everyone’s ability to participate in the discussion are influenced by the room’s setup. The room design also fosters a sense of well-being when it is welcoming and inviting. Materials, in turn, clarify the process and tasks, encourage participation, and enable interaction in various ways.
3. External & internal communication: Organizational agreements also concern who outside the group is informed about which aspects of the group’s activities and how the group fundamentally intends to structure internal communication within the PLC. This clarifies who should be contacted regarding the group, and what information may be communicated externally, and what should remain confidential. Communication management also includes deciding in advance who should be informed about what and via which channels, as well as jointly determining how much the PLC presents itself for promotional purposes.
4. Working methods: Activities specifically used in PLC work can vary widely, but they always first establish a specific framework for collaboration and exchange. Various methodological setups help to engage in fast and diverse conversations, stay aware of time constraints, introduce topics spontaneously without losing focus, and visually organize the discussion. Working methods enable flexibility and variety, provided they are chosen deliberately to match the purpose. There are also basic working methods in a PLC that occur in every session.
5. Process quality: Organizational aspects can also help enhance the process quality of a PLC. Primarily by permanently incorporating the ‘bird’s-eye view‘, meaning ongoing meta-communication. This allows members to track their own development and keep an overview of the exchange process as a whole. Moreover, such monitoring elements support elements like goal setting, turning goals into planned steps, and ultimately evaluating whether the expected results have been achieved. For these monitoring steps, methods that are used on a regular basis are suitable.
6. Documentation: Since PLCs are designed for the long term and members meet again after some time apart, documenting what has been developed and agreed upon is an important aid to remembering. Organizational elements such as clear documentation practices, archiving, communication channels, and quick sharing methods are essential for seamless collaboration and for the actual exchange of knowledge captured in writing or visuals, alongside verbal knowledge. They also help participants quickly get back on topic at the next meeting. Also, thanks to the possibility of using digital tools, documentation can be thorough yet time-efficient.
4Important to know 💡
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The aspects of the individual components of the organizational dimension are not mutually exclusive; instead, the organizational elements often overlap or directly connect with each other. To provide clear learning and reflection steps, and thus simplify orientation, we follow the established distinction.
Whether you start working with a PLC or consider organizational aspects throughout the time spent together, there are carefully developed activities specifically designed for coordinating organizational aspects together. They are structured like a meeting guide and can be used directly by the facilitator with a group or, if needed, carried out independently by the group following the instructions. These activities were also developed in the LeaFaP project and complement the training.The activities take approximately 1.5-2 hours to complete. They include several sub-tasks in which the group examines and analyzes its current organizational practices, considers possible improvements and actively implements them. Furthermore, worksheets and exercise templates are available.
5Further activities on our Website
HTML1. The first activity in the organizational dimension can be used by a PLC that has already held a few active sessions but is still in the early stages of its development, or by a PLC that has never considered this before, regardless of how long they have been cooperating.
https://www.leafap.eu/wp-content/uploads/2025/06/12_Organizational_English.pdf
2. The second activity can be used once the group has planned its organizational initiatives and has attempted to implement a few sessions. It then focuses on reflecting on the implementation
https://www.leafap.eu/wp-content/uploads/2025/06/13_Organizational_English.pdf
6Aspects Time/Room & Material
HTMLTime & Room/Material
When it comes to conducting a PLC meeting, there are many details that need to be considered. This includes both the internal and external structure of the session. That’s why you have to be prepared. The first exercise focuses on fundamental considerations for a PLC session, highlighting aspects that are essential both in the preparation and in the facilitation of the meeting. The following is a conversation between two PLC members who are talking after a PLC session and were dissatisfied with how it went. Listen to the audio file and think about how you would handle the situation. You can pause the file and take notes as you go.
7Audio 1: Listen to a conversation right after a PLC session
M4A8Solving issues ✏️
HTML✏️ Listen to the second dialogue and think about which ideas you can apply.
9Audio 2: Listen to a conversation after discussion
M4A10Checkbox
HTMLCheck list
11Deeper diving into Room & Material
HTMLRoom & Material
After discussing the key aspects that are important for conducting a PLC session, we now turn our attention to the meeting space and its equipment. In this process (or a similar one) in mind, it is helpful to have essential materials on hand for each session. We have prepared a PLC meeting room in which five colored rectangles in red, blue, orange, purple and green indicate different room zones. The images contains different types of materials which we consider to use in a PLC-Session and which are are assigned to each area of the room. Of course you can use these ideas in a PLC-meeting or a different meeting situation.
1. The facilitator’s spot: Talking ball, clock, computer, mobile phone, summary sheets
2. The session table in the center: Metaplan cards (in different colors), white paper, sticky notes, agenda, documentation material
3. A flipchart wall on the side: Markers (in different colors), adhesive dots/sticky dots, poster
4. A side table: water bottles, coffee pot, biscuits, cups/glasses
5. Optional second table: Books, further material
How do you envision your ideal meeting space?
↪ Which insights or ideas from this session will you apply in your own group?
↪ How does your chosen room setup reflect your facilitation style and the goals you want to achieve with the group?
↪ How can the room be shaped in a way that reflects the needs and contributions of all members? How can the room and its design support collaboration and focus?
12Aspects Internal/external communication & working methods
HTMLInternal/external communication & working methods
The first section focuses on two key aspects: information-related and contact-related communication. It outlines how PLC members exchange information, establish ground rules, and interact with each other in a respectful and productive way.
Information-related communication
Generally, PLC members need to agree on a few key points. These not only cover their intention to communicate about the topic but also set the ground rules for how they interact with each other. Members also need to agree on who needs to know what, and what they are allowed or expected to share. The questions to consider are: Who gets which information, why, and who is the contact person for specific issues, etc.?
The moderating facilitator’s task is to guide the group through this exchange, ensuring that all points are clarified and unresolved issues do not lead to conflicts. It is helpful to address these aspects at the beginning or after the first few sessions, including decisions required for data protection compliance.
Below are the guiding questions from a checklist:
· Who needs to be informed that the PLC is working …?
· Who is our contact person for external matters …?
· Which data privacy aspects do we need to consider …?
· How do we handle expectations of confidentiality/personal information about individuals …?
· How do we want to present the group externally …?
13Facilitator's perspective in the PLC- Number 1
HTMLContact-related communication
In the second section you will (1) explore how information- and contact-related communication shape collaboration within a PLC and how you position yourself as a facilitator. (2) You can consider the potential benefits and constraints of a specific communication choices.
1. Facilitator’s perspective in the PLC
“Mirror, mirror on the wall… what can I, as a facilitator, actually influence, at all?“
As a facilitator, you significantly influence the level of trust and collaboration in the PLC’s communication. As a facilitator you need to reflect on what matters to you, how you can work effectively, how you want to be addressed, the extent to which you show yourself personally, and what kind of support you want to provide.
14Lets see where you stand 📍
HTMLReflection — Slider overview
Self-positioning
Move each slider to where you currently stand.
Optional note (for yourself): What patterns do you notice across your sliders?
15Facilitator's perspective in the PLC- Number 2
HTMLOnce the facilitator is aware of their preferences, they can align them with the needs of the PLC members. It is helpful to consider the potential benefits and constraints of a specific communication choice. The differentiation below offers some related information. Which one do you choose and why?
Below you will finde some check list cards: Here you can check yourself what you are already putting into practice and what you want to consider for the next session
16Check list cards
HTML17Structuring the disussion
HTMLWorking methods
In this section, you will learn how facilitation cards can be used to structure topic development within a PLC. They support a clear and participatory process by helping members to organize ideas, set priorities, and make collective decisions in a transparent way.
Structuring the discussion with facilitation cards
Using facilitation cards is a helpful way to organize the conversation and document it as a whole. Below we show typical distinctions the facilitator keeps in mind during the discussion, and arranges using appropriate facilitation cards.
The cards shown below depict a typical order of the basic steps (basic differentiation) for using the facilitation cards.
Ø Heading of the chosen topic
Ø Case example
Ø Theoretical reference mentioned by a participant (if unclear, the facilitator intervenes)
Ø Concept to which the idea can be assigned
Ø Proposed option of action
Ø Study outcome that someone has heard of or introduced by the facilitator
Ø Topic that arises additionally but needs to be postponed (topic backlog)
Ø Proposed option of action
📍 Furthermore, a short explanatory video demonstrates how this works in practice
18Video: Structuring the discussion with facilitation cards
MP419Hint 💡
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It is recommended that the moderator or facilitator explains, in a meta communicative way, how especially important contributions or new colors/forms are applied, to give members insight into the procedure. First taking a photo of discussion circles that are largely complete, then setting them aside to free the table center (often in connection with a short break), also helps maintain an overview.
20Aspects of process quality and documentation
HTMLAspects of process quality and documentation
In this section, you will explore how process quality can be strengthened through a three-phase model which can be used in PLCs or similar group activities. Additionally you have the possibility to check documentation in practice.
Process qualities
Besides perspectives that structure single sessions, a key process-oriented view considers the major milestones a PLC reaches over the course of several sessions. There are a few steps that can initially be used to map out the trajectory of a PLC over time. In general terms, the steps are: formation stage, practice, reinforcement, although the phases are not strictly distinct – sometimes a group seems to have reached the next phase but still performs behaviours that would be attributed to an earlier phase.Overall, process quality in a PLC relates to internal and external structures, the professional and personal collaboration of its members, individual professional development, and efforts to apply learning in practice. Alongside the individual and topic-related goals of the PLC, it is important to consider the perspective that PLC development and establishment should be seen as a process to be both accompanied and evaluated.
📌 Based on Bouchamma et al. (2020), we provide an example of the typical process phases of a PLC, with the contents outlined as follows. The following representation summarises the key aspects in a concise form. To do this, we first use a visualization of the process phases.
213-Process-Phases of a PLC
PNG
22Explanation of the 3-Process-Modell
HTML Phase
1: Initiation
- Decision to establish the PLC
- Go through negotiation processes
- Set the conditions for the PLC (regular meetings, schedule)
- Addressing (individual) topics and challenges
Phase 2: Implementation
- Getting to know new learning and working approaches (exchange among members/facilitation, drawing inspiration from others‘ examples)
- Integration of new working methods
Phase 3: Institutionalization
(integration phase)
- The PLC is fully integrated as a stable and self-sustaining part of the organization
- Shared values, norms, and collective responsibility are firmly embedded in daily practice.
- Members demonstrate an ongoing, inquiry-driven mindset toward professional learning and improvement
23Reflection questions
HTMLNow you can ask yourself or think about the following reflection questions:
Phase 1: Initiation
For those who already have a PLC:
↪ How clearly were the goals, roles, and framework conditions defined at the start of our PLC?
↪ To what extent were the interests and needs of all members considered during the initiation phase?
↪ What helped to build trust and shared responsibility in the early stage of the PLC?
For those who do not yet have a PLC:
↪ Which topics or challenges in my professional context would be suitable for establishing a PLC?
↪ What framework conditions (time, structure, support) would be needed to start a PLC successfully?
↪ Who in my organization might be interested in joining a PLC, and why?
Phase 2: Implementation
For those who already have a PLC:
↪ How effectively do we integrate new learning and working approaches into our practice?
↪ Which factors foster or hinder open exchange among members?
↪ How do we use examples and experiences from others as inspiration for our own development?
For those who do not yet have a PLC:
↪ What forms of professional exchange do I currently use, and how could they become more systematic?
↪ How could I experiment with new working or learning approaches that would support a future PLC?
↪ What kinds of support (e.g., facilitation, time, digital tools) would help me to initiate collaborative learning processes?
Phase 3: Institutionalization (integration phase)
For those who already have a PLC:
↪ How can we recognize that our PLC is fully embedded in everyday practice and organizational culture?
↪ How do we ensure that shared knowledge is actually applied and creates visible impact?
↪ Which structures help our PLC remain vibrant, productive, and learning-oriented over time?
For those who do not yet have a PLC:
↪ What would a sustainably functioning PLC look like in my organization?
↪ Which values, norms, or routines would need to change for collaborative learning to become natural?
↪ How could responsibility for collective development be anchored in a lasting way?
24Documenting 📝
HTMLDocumentation
When dealing with documentation from a facilitator’s viewpoint, it is useful to first reflect internally and consider the questions regarding documentation in the PLC. There are several reference points to consider regarding the PLC’s current processes, the documentation itself, and the evaluation of results, which also involves deciding on the appropriate forms, methods and media. In the end, this concerns taking responsibility for the PLC’s quality.
Documentation within the PLC does not only mean taking minutes and filing or organising documents, but also includes, among other things, that:
• areas for learning and development can be accessed.
• members receive support in planning, implementing and reviewing initiatives.
• one can easily look back at the previous session and also prepare for the current or next one.
• it is easier to follow up on topics in the next session.
• insights, lessons learned, and tested practices can be more easily documented and revisited in daily practice.
• information, ongoing issues and plans can be shared within the PLC.
• various documentation methods are familiar, organised individually, tried out and consistently applied in daily practice.
• tasks are organised, responsibilities clearly assigned, and knowledge management implemented.
25Black Sheep- Introduction & Task
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Now it’s time to put into practice and test. To get to know various documentation methods and distinguish which ones are unsuitable, attempt to identify the “black sheep“. Out of the nine images, two are the “black sheep“, meaning they are less suitable for supportive documentation. First, look at all the pictures and consider which of them represent good documentation practices or examples, and which ones are less suitable. When you click on the whole picture, the correct answer will appear: a green frame indicates a correct choice, while a red frame shows the black sheep, which is unfortunately incorrect.
26Black Sheep
HTML27Black Sheep- Explanation
HTMLResolution- Image Descriptions:
Image 1: A clearly structured protocol for all participants, including headings, agenda items, the date, assigned tasks, and scheduled upcoming meetings.
Image 2: An action Plan that is fully completed, with no fields left blank. Only carefully considered and documented entries can be reviewed, which in turn supports success.
Image 3: A flipchart with a well-structured agenda, large legible writing, various colors for structuring, and spare markers.
Image 4: A PLC folder, opened with dividers: all documents are organised in designated places, giving structure and preventing loss. In addition, the folder can be customized with a bright color or pattern to make it easy to find.
Image 5: A shared digital workspace (such as an online Trello board) is well-structured; current events and information are displayed, and different colors are used (with a legend explaining the system they follow).
Image 6: A messy or illegible note on a piece of paper or a page scribbled all over, lacking clear structure – chaotic, overloaded or incomplete (missing date, content not properly assigned)
Image 7: The personal workspace or preparation for the session is very minimal and sparse. It consists of just one single sheet of paper, partially filled in, with a pencil placed next to it.
Image 8: PLC journal. A small notebook or A5 pad serves as a practical documentation tool in daily practice. Ideas, information, and moments of realization can be quickly recorded and easily revisited.
Image 9: Facilitation cards containing the documented content of the PLC meeting, so all participants can follow along visually and capture photos for the minutes.
28References
HTMLFurther readings
Bouchamma, Y., Basque, M., Giguère, M. & April, D. (2020). Professional Learning Communities. Competency standards for school principals. Québec, QC: Hermann/Presses de l’Université Laval.
Huffman, J.B. & Hipp, K.K. (2003). Professional learning community organizer. In J.B. Huffman and K.K. Kipp (Eds.), Reculturing schools as professional learning communites. Lanham, MD: Scarecrow Education.
Judd.,S. H. (unbekannt) goodreads. Available at: https://www.goodreads.com/quotes/8177249-a-good-plan-is-like-a-road-map-it-shows (12.08.2025)
Kansteiner, K., Welther, S., & Schmid, S. (2023). Professionelle Lerngemeinschaften für Schulleitungen und Lehrkräfte. Chancen des Kooperationsformats für Schulentwicklung und Professionalisierung. Weinheim: Beltz. https://www.beltz.de/fachmedien/erziehungswissenschaft/produkte/details/48917-professionelle-lerngemeinschaften-fuer-schulleitungen-und-lehrkraefte.html
Kansteiner, K. & Welther, S. (2025). Praxishandbuch Professionelle Lerngemeinschaften in Kita und Kita-Grundschul-Kooperationen. Weinheim: Beltz Juventa. www.beltz.de/978-3-7799-8663-8
Maxwell, J.C. (2000). Failing Forward. Turning Mistakes Into Stepping Stones for Success. Nashville: HarpersCollins Leadership.