Professional Learning Communities (PLCs) are supposed to be a space where teachers collaborate, problem-solve, and learn from one another. In reality, though, they don’t always work that way. With packed schedules and never-ending responsibilities, it’s not uncommon for teachers to show up unprepared, unsure of what to discuss, or simply exhausted. The result? Meetings that feel like a waste of time rather than an opportunity for real growth.
I know this firsthand. When I was a PLC lead for my seventh-grade science team, I quickly realized that the effectiveness of our meetings depended entirely on how prepared and engaged we were—and some days, that just wasn’t happening. We all had different experiences, different levels of expertise in science, and different approaches to teaching. What we did have in common was a shared goal—to help our students succeed.
“By the end of each unit, we had increased student science knowledge from 20% to 40%, just by being more intentional in how we supported each other.”
At first, our meetings felt disjointed. Some of us knew the science inside and out, while others were stronger at classroom management or connecting with students linguistically and culturally. I often found myself explaining the biology behind our lessons so everyone was on the same page, while my colleague used his Spanish fluency to help students make vocabulary connections. The more we leaned into our individual strengths, the more we grew as a team—and eventually, so did our students. By the end of each unit, we had increased student science knowledge from 20% to 40%, just by being more intentional in how we supported each other. But it took time. It took effort. And it took having real tools that helped us prepare.
One of the biggest challenges in any PLC is getting everyone on the same page. It’s one thing to talk about a strategy; it’s another to actually see it in action. That’s where video comes in. For teachers, especially those new to the profession, having access to actual classroom footage is a game changer.
When I was starting out, I would have given anything to see what effective classroom discussions looked like, how teachers managed transitions, or how they broke down complex concepts. That’s why more teachers are turning to video as a tool for professional learning. It provides authentic examples of classroom strategies instead of just theory, offering flexibility so teachers can watch at their own pace, take notes, and reflect before meetings. It also creates a shared reference point for discussions, making PLCs more structured and productive by ensuring everyone starts with the same foundation.
Tired of unproductive PLC meetings?
Here’s how video can help:
1. Set the Stage for a Productive PLC
Before the meeting, select a short (5–10 minute) video on a strategy your PLC wants to focus on. Many schools and districts now use classroom video libraries, making it easy to find relevant content. Have your group watch the video ahead of time and choose a topic that directly addresses your challenges—whether it’s student engagement, formative assessment, or differentiation. This ensures your discussion starts with a shared understanding, leading to more focused, meaningful conversations.
2. Take Notes on Key Moments
Encourage teachers to pause and write down specifics moments they found helpful or confusing prior to the meeting. This makes discussions more focused and actionable.
3. Try It in the Classroom
After exploring the strategy, challenge teachers to implement it before the next meeting. Have them record a short video—easily done with a smartphone—and watch it back to reflect on their practice, noting key moments related to the session’s focus. When the group reconvenes, share insights from the recordings, discussing what worked, what didn’t, and how to refine the approach. While we recommend using a video coaching platform to streamline this process, even a simple smartphone recording is a valuable step toward meaningful reflection and professional growth.
PLCs are more powerful than ever, helping educators adapt and grow. But teachers don’t need more meetings—they need real support. Video bridges gaps in knowledge and experience, making collaboration more impactful. When schools build a culture of growth, teachers thrive. And when teachers thrive, students succeed.
About the Author
Athena Pyros is an MBA candidate at Carnegie Mellon University and an Engagement Manager at the Teaching Channel. A former middle school science teacher with Teach for America in Phoenix, she led the 7th-grade science PLC at the Isaac School District. During her time teaching, she also received her Masters in Education from Arizona State University. Passionate about supporting educators, she now helps teachers grow in their careers. Outside of work, Athena is an avid runner and active member of the Phoenix Run Club, having completed four marathons.
