Participating in PLCs: implement and monitor

​Impact questions, indicators and key actions for school leaders, instructional leaders and teachers to use during the ‘implement and monitor’ phase of the Framework for improving student outcomes (FISO) improvement cycle.

During this phase, professional learning communities (PLCs):

  • evaluate the impact of their interventions by collecting and analysing feedback and evidence from multiple sources
  • engage in ongoing individual and collaborative critical reflection on quality of practice
  • use student outcome data and student feedback to identify gaps and emerging needs and to signal next steps for the PLC
  • share successful practices and outcomes with other PLCs.



Impact questions and indicators

What is the expected impact on learning and how will this be monitored?

PLCs are enabled when we:

  • design pre and post assessment for each inquiry cycle
  • clearly define the anticipated impact and allow for the emergence of unplanned outcomes
  • validate effectiveness of implementation through processes of feedback and data analysis
  • have in place the school systems, team processes and relevant tools for formative and summative measurement of progress
  • ensure students regularly and carefully self- monitor their learning and stretch their aspirations.

How will we respond if our teaching is not achieving its expected impact?

PLCs are enabled when we:

  • accept that collective responsibility means that every teacher is accountable for the outcomes of every student, including those not in their own classes
  • use multiple forms of professional feedback; for example, peer observation, lesson study, co-teaching, the use of learning analytics and coaching
  • share knowledge and learning by actively contributing to a planned program of professional learning
  • demonstrate levels of professional trust, such that mistakes and uncertainties are openly admitted and focused support provided.

What have we learnt and how will this inform our instruction in the future?

PLCs are enabled when we:

  • build in student and teacher reflection on the co- constructed success criteria at the end of every lesson
  • model how to use success criteria to measure the work and monitor where we are in the PLC work
  • engage in ongoing individual and collaborative critical reflection on quality of practice
  • have processes to monitor data for evidence of what approaches and interventions are working most effectively
  • use student outcome data and student feedback to identify gaps and emerging needs and to signal next steps
  • formally report to stakeholders on progress against goals.

How will we continue to support each other?

PLCs are enabled when we:

  • demonstrate a culture of flexibility and adaptability where we are open to challenge and honest appraisal of impact
  • invite student evaluation of our practice and seek their regular feedback on how it may more positively impact on their learning
  • acknowledge evidence of failure and are prepared to reset goals and redesign the learning experience
  • research alternative approaches, strategies and interventions to trial their application and assess their impact.

Key actions

School leaders

  • monitor the progress of PLC work against the set goals, celebrating wins and supporting necessary changes to practice if student learning is not improving
  • work with PLC instructional leaders, learning specialists and literacy leaders to identify school-wide patterns emerging from the work of PLCs and incorporate these into strategic planning.

Instructional leaders

  • identify students that require targeted assistance and use the collective knowledge of the PLC to respond to and address their needs
  • use data gathered at the end of the inquiry cycle to inform the focus for the next cycle.


  • gather evidence of student learning and consult with other PLC members and instructional leaders about alternative approaches if the teaching is not having its expected impact
  • review the range of approaches used and embed successful practices into the planning of programs in the long term.

Find out more

These resources and tools will help you to implement these rigorous practices in schools.