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PLC at Work

Anthony Muhammad, Mike Mattos, Kenneth C. Williams, Rebecca DuFour, Richard DuFour, and Robert Eaker
Anthony Muhammad, Mike Mattos, Kenneth C. Williams, Rebecca DuFour, Richard DuFour, and Robert Eaker

Richard DuFour, Robert Eaker, Rebecca DuFour, and Mike Mattos—the architects of PLC at Work™—are among the foremost authorities on applying PLC principles in the real world of schools. They consult with state departments, professional organizations, and school districts worldwide on strategies for improving schools.

Becoming a PLC is an ongoing process in which educators work collaboratively in recurring cycles of collective inquiry and action research to achieve better results for the students they serve. PLCs are driven by three big ideas: focus on learning, build a collaborative culture, and create a results orientation. The PLC at Work™ process is increasingly recognized as the most powerful strategy for sustained, substantive school improvement. With customized training from our associates, you and your team will be empowered to accomplish any goal and meet every mandate. Our associates have proven success in leading the PLC at Work™ process in a school or district and have undergone rigorous training in presentation and facilitation skills.

Four Critical Questions

Collaborative teams within schools that function as PLCs focus their work on the following four critical questions:

  1. What is it we expect our students to learn?
  2. How will we know when they have learned it?
  3. How will we respond when some students do not learn?
  4. How will we respond when some students already know it?

Choose from a range of services, from a one-day program to a multiyear process.

  • PLC at Work™ Overview: Gain a big-picture view of the PLC at Work™ process—and learn how to customize it to meet the needs of your school or district. During this one-day session, you and your team will discover how to create and maintain a healthy collaborative culture, as well as how to answer the four critical questions every PLC must address. The PLC Toolkit is included.
  • PLC at Work™ Coaching Academy: This dynamic series of PD engagements typically occurs over nine to twelve months and is designed to develop a cadre of leaders who will act as informed agents of change districtwide. Facilitated by one or more PLC master coaches, the academy includes six on-site days of training and a generous selection of resources, including The PLC Toolkit.
  • PLC at Work™ Progress Report: Receive an unbiased observation of your school’s PLC implementation. An expert facilitation team will conduct an on-site analysis of your current practices and recommend next steps for improvement. The team will assess your PLC progress and present their findings at an on-site meeting and in a written report highlighting commendations and recommendations.
  • PLC at Work™ Virtual Coaching: This premium long-term PD service is exclusively for principals dedicated to the PLC at Work™ process. By meeting with online coaches at least once each month throughout the school year, participants will have access to ongoing counsel and support from coaches who have been carefully selected based on their proven expertise and success in leading a PLC.
  • Customized workshops, interactive web conferencing, and other services are available.

Hand-selected and trained by the PLC at Work™ architects, our experts are also practitioners who embody deep experiential knowledge—so you can be sure that you’re getting the best training available.

Alan Addley


Alan Addley offers teachers and administrators practical strategies for building PLCs in their schools and shares proven solutions to the hurdles along the way.

Kim Bailey


Kim Bailey is director of staff development and instructional support for the Capistrano Unified School District in California. She is also an adjunct faculty member at Chapman University in Orange, California.

Jack Baldermann


Jack Baldermann, principal of Westmont High School in Illinois, has been an educational leader for more than 20 years, serving as a superintendent, principal, and teacher.

Michael Bayewitz


Michael Bayewitz is director of school support and improvement for 32 schools in Montgomery County, Maryland. He has also served as a principal, assistant principal, and classroom teacher.

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