Professional Learning Communities (PLCs) are vital in fostering collaboration among educators and positive outcomes for students, but when it comes to student services teams—including school counselors, school social workers, and other support professionals—they can be a little more challenging to define. The traditional PLC model, typically used for teachers, doesn’t always translate seamlessly into the student services space. So, how can the four guiding questions from DuFour’s PLC framework still be relevant for student services?

1. What do we expect students to learn?
2. How will we know when they’ve learned it?
3. How will we respond when they don’t learn?
4. How will we respond when they already know it?

In my years as a school counselor and leader, I’ve witnessed numerous “PLCs” that fall short of their potential. Too often, these meetings can become routine check-ins or planning sessions, rather than focused discussions around student data and measurable outcomes. But, when done right, PLCs can be incredibly powerful for student services teams—driving meaningful change and improving outcomes for all students.

To truly harness the power of PLCs, it’s crucial to follow a few best practices that set the stage for success. Effective PLCs need a clear leader—someone who’s not necessarily in a supervisory role, but rather a skilled facilitator who asks insightful questions and keeps the group on track. Meetings should be structured and intentional—staying on task and focused on the critical goals that directly impact students.

Step 1: Establish Clear Goals and Norms

Before diving into data review, it’s essential to define your PLC’s goals. This is the foundation of your work. The goals should be clear, focused, and centered on student success. Whether you’re tackling attendance, addressing achievement gaps, or working to improve behavioral outcomes, your PLC should share a common vision and work toward those objectives.

While the typical DuFour PLC questions may look different for student services teams since we’re not tracking academic standards in the same way, they still apply. For instance, while we may not measure mastery of a particular academic standard, we are looking at how students demonstrate skills, knowledge, and attitudes related to attending school, succeeding in school, and thriving upon graduation.

Additionally, establishing strong norms is a key to creating a productive and respectful environment for all. Norms should go beyond basic rules like “start on time.” They need to foster trust, collaboration, and emotional safety because student services professionals often deal with sensitive, challenging issues. Norms that prioritize confidentiality, respect for diverse perspectives, and constructive feedback will help ensure the PLC space is one of growth, not fear.

Step 2: Data-Driven Discussions Focused on Equity

Once your goals and norms are set, the next crucial step is reviewing data. Data is the heartbeat of any successful PLC. The right data allows your team to make informed, impactful decisions that drive equitable outcomes for all students.

Ask yourself, do you have the data you need? If not, start there. Talk to the data go-to person in your building or district. Student services teams should be reviewing data across three key areas:

• Attendance Data: Analyze patterns and identify students who might be facing underlying barriers to regular attendance. Is it family-related, health issues, or something else? Simply applying the same intervention to every absentee will miss the mark. It’s about understanding why a student is absent and responding with tailored support. 
• Achievement Data: Review grades, test scores, and other academic indicators. Are all students achieving at the same levels, or do gaps exist, especially among different groups (e.g., by race or socio-economic status)? This is where school counselors can play a key role in identifying trends and suggesting targeted support—like tutoring, small group instruction on organizational skills, or personalized learning strategies.
• Behavioral Data: Students’ social-emotional and behavioral growth directly impacts their academic success. Analyze behavioral patterns to identify students who may benefit from support such as counseling, conflict resolution, or behavior interventions. Restorative practices, for example, can offer a powerful alternative to traditional disciplinary actions.

Remember, regardless of which data a student services team is analyzing, equity should always be the lens through which this data is reviewed. Do disparities exist for certain groups of students? A focus on equity ensures that interventions address these disparities, making sure every student has the support they need to succeed.