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Principal and Teacher Collaboration: An Exploration of Distributed

Leadership in Professional Learning Communities

Article · July 2014

DOI: 10.17583/ijelm.2014.1068

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Principal and Teacher Collaboration: An Exploration of

Distributed Leadership in Professional Learning Communities

David DeMatthews1

1) University of Texas at El Paso. United States of America

Date of publication: July 16th, 2014

Edition period: July 2014-January 2015

To cite this article: DeMatthews, D. (2014). Principal and Teacher

Collaboration: An Exploration of Distributed Leadership in Professional
Learning Communities. International Journal of Educational Leadership and
Management, Vol. 2(2), 176-206. doi: 10.4471/ijelm.2014.16

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IJELM – International Journal of Educational Leadership and
Management Vol. 2 No. 2 July 2014 pp. 176-206

Principal and Teacher

Collaboration: An Exploration
of Distributed Leadership in
Professional Learning
Communities
David DeMatthews, Ph.D
University of Texas at El Paso

Abstract
Professional Learning Communities (PLCs) can be powerful tools for school
improvement but require principals and teachers to collaborate and work together.
This article reports on a qualitative multi-case study focused on six elementary
schools in West Texas that had been identified for having effective PLCs. Principals
and teachers were observed and interviewed over the course of one academic school
year to understand how leadership was distributed across the school to facilitate
effective PLCs. Findings highlight the ways principals distribute leadership across
their school, relevant teacher and principal interactions, and how key aspects of
PLCs are influenced by principals, teacher leaders, and teachers. Findings have
implications for in-service professional development experts within school districts
and faculty working in principal preparation programs.
Keywords: educational leadership, distributed leadership, professional learning
communities

2014 Hipatia Press

ISSN: 2014-9018
DOI: 10.4471/ijelm.2014.16
IJELM – International Journal of Educational Leadership and
Management Vol. 2 No. 2 July 2014 pp. 176-206

La Colaboración entre Director

y Profesor: Investigación sobre
Liderazgo Distributivo en las
Comunidades Profesionales de
Aprendizaje
David DeMatthews, Ph.D
University of Texas at El Paso

Resumen
Las Comunidades Profesionales de Aprendizaje (PLCs) pueden ser herramientas
poderosas para las mejoras escolares, pero requieren que directores y profesores
colaboren y trabajen conjuntamente. El artículo se basa en el estudio cualitativo de
múltiples casos centrado en seis escuelas de primaria del oeste de Texas
identificadas por tener eficaces PLCs. Los directores y profesores fueron observados
y entrevistados durante un año académico para comprender cómo se distribuye el
liderazgo a través de la escuela para facilitar PLCs eficaces. Los resultados ponen de
manifiesto las formas mediante las cuales los directores distribuyen el liderazgo en
la escuela, las interacciones relevantes entre profesor y director, y cómo los aspectos
clave de las PLC están influenciados por los directores, los profesores líderes y los
profesores. Los resultados tienen implicaciones para expertos en desarrollo
profesional en servicio dentro de los distritos escolares y los profesores que trabajan
en los programas de preparación para directivos.
Palabras clave: liderazgo educacional, liderazgo distribuido, comunidades
profesionales de aprendizaje

2014 Hipatia Press

ISSN: 2014-9018
DOI: 10.4471/ijelm.2014.16
178 DeMatthews, D. – Principal and Teacher Collaboration

P rofessional learning communities demand a school organization that

features shared values, collective responsibility, an inquiry-minded
orientation, and a school culture that promotes reflection,
collaboration, and dialogue. Rooted in these organizational elements is an
assumption that teachers and other stakeholders have particular knowledge,
expertise, and experience that meaningfully contribute to the progression of
teacher learning, innovative teaching pedagogies, and improved student
achievement. Yet, traditional models of leadership can limit the diffusion of
expertise across a school while current accountability and standards-based
reforms support a school context that leads to micro-managing teacher time
and pre-packaged school improvement programs rather than ongoing and
reflective teacher inquiry. As a result, teachers often feel hurried, are
focused on the short-term fixes, and subjected to top-down leadership and
frequent redirection of their efforts due to program shifts from school district
administrators (Bryk, Camburn, & Seashore-Louis, 1999; Giles &
Hargreaves, 2006). Research on innovative schools with effective
professional learning communities (PLCs) suggest that among other things,
a lack of time, effective leadership, resources, and long-term planning create
significant barriers to maintaining PLCs in the long-term (Voulalas &
Sharpe, 2005).
Principal leadership is imperative to overcoming the barriers associated
with establishing effective PLCs because of their ability to manage resources
and influence organizational culture and expectations. Research has mostly
focused on the organizational context necessary for establishing PLCs and
the key elements that allow PLCs to translate into teacher learning and
improved practices (Bryk, Camburn, & Seashore-Louis, 1999; Giles &
Hargreaves, 2006; Harris, 2010; Harris & Jones, 2010; Huffman, 2003;
Huffman & Jacobson, 2003) while only broadly exploring the role principals
play in distributing leadership to support teacher leadership in PLCs.
Viewing leadership through a distributed lens is significant because creating
and sustaining PLCs requires enhanced teacher capacity and leadership.
Theories of distributed leadership provide a rich conceptual framework for
posing questions about and examining the efforts of a varied group of
stakeholders engaged in these types of capacity building efforts (Harris,
2008; Spillane, 2010; Spillane, Halverson, & Diamond, 2001).
The study presented here examines the actions associated with effective
PLCs taken by principals and teacher leaders in six elementary schools
IJELM– International Journal of Educational Leadership & Management, 2(2) 179

located in West Texas. How principals distributed leadership to support

effective PLCs is the main focus of this study. Findings from this study are
presented as broad themes: (a) Principals beliefs about teacher leadership;
(b) how teacher leaders are identified; (c) PLC types within schools; (d)
shared-values within PLCs; and (e) traditional/hierarchical roles principals
perform, maintain, or shift under certain conditions. This research is timely
because the obstacles to establishing and sustaining PLCs continue to
propagate as policies of accountability, limited teacher time and flexibility,
and pre-packaged reforms and interventions models are incorporated into the
work life of teachers and administrators. Moreover, the increasing
complexity of school leadership and instructional practices across all content
areas demonstrates a need for principals to look beyond traditional practices
to build teacher capacity.

Conceptualizing PLCs and Distributed Leadership

Key features and assumptions of effective PLCs, research findings about the
sustainability of PLCs, and the organizational context of schools complicate
researchers’ understandings of how leadership contributes to the
development of PLCs. This section provides a review of research on the
topic, but also presents research on effective leadership, highlights
leadership obstacles to organizational learning, and explores distributed
leadership and how it relates to PLCs.

Professional Learning Communities

There is a great deal of evidence that schools with effective PLCs generate
greater teacher commitment and reflective practice (Bryk, Camburn, &
Seashore Louis, 1999; Larrivvee, 2000; Vescio, Ross, & Adams, 2008), but
effective PLCs tend to be rare, most likely existing in new or alternative
schools, and difficult to maintain over time (Giles & Hargreaves, 2006).
Many school districts and schools now utilize the concept of PLCs to focus
reform around data analysis and test preparation with limited success.
Perhaps, it is the nature of K-12 public schools that does not foster an
environment for teacher learning or reflective practice because of the time it
takes to develop communities, the wave of policies and programs thrown
180 DeMatthews, D. – Principal and Teacher Collaboration

into schools, and the high rates of teacher and administrator turnover.
Regardless of pitfalls, PLCs can be a powerful tool for empowering teachers
and creating schools where teachers are compelled to learn, grow, and take
action.
Defining PLCs. Capacity, expertise, experience, and knowledge are
diffused across organizations. Schools are complex organizations, but with
appropriate direction, leadership, and shared values, teachers are capable of
creating structures that promote their own improvement and collective
success. PLCs refer to inquiry-based social interactions where teachers meet
regularly to focus on their teaching practice. Such communities can take
advantage of the varied capacity, expertise, and experiences of teachers by
pulling these people together in ways that facilitate learning, reflection, and
group problem-solving. PLCs are sites where people jointly construct,
transform, hypothesize, and adapt the meanings of their practices with
implications for individual teachers and the collective faculty (Wenger,
1998). Central to PLCs is a process where a group of people share and
critically interrogate practices in an ongoing, reflective, and learning-
oriented process (Toole & Louis, 2002).
Effective PLCs tend to share five characteristics or features that often
intertwine or operate simultaneously: (a) shared values and vision that
emphasizes a focus on student learning; (b) collective responsibility for
student learning that helps to sustain commitment and put collegial pressure
on colleagues to engage, learn, and improve; (c) reflective professional
inquiry that manifests through conversations about important issues, the
application of new knowledge, and the identification of solutions to support
students and their needs; (d) collaboration that moves beyond superficial
interactions of help, support, or assistance; and (e) an emphasis on group and
individual learning where teachers develop as colleagues and professionals,
but also maintain an orientation toward inquiry and its benefits for
improving their own practice and the practices in their school (Stoll et al.,
2006).
PLCs vary in their organization and configuration. For example, PLCs
might focus on instruction, students with academic or behavioral difficulties,
or school structures that support teaching and learning (Levine & Marcus,
2009). The structure of PLCs also vary, as some meetings are highly
structured with specific protocols, agenda, and attention to time and
outcomes while other PLCs are more loosely structured, more
IJELM– International Journal of Educational Leadership & Management, 2(2) 181

conversational, and free flowing. In part, the way PLCs are organized is
related to the topics or foci of the PLC, but organization can also be related
to other factors and elements associated with a particular school, its culture,
or community members. Levine and Marcus (2009) found that PLC
organization and structure can facilitate or constrain what teachers learn
because particular structures influence: “whether teachers make their own
practices in the classroom public; which aspects of teaching are discussed;
the degree of specificity with which teachers share aspects of their work; and
the kinds of information about students teachers make available to each
other” (p. 397). These findings highlight a need for leadership and
organization, but also a need to have teachers critically engaged in decision-
making conversations about how PLCs are structured and the norms
established in their operation.
Barriers to effective PLCs. Systemic change is a challenging task in
schools because schools are complex and because teachers’ beliefs and
practices are often rooted in their biographies, experiences, and priorities
(Hargreaves, 2003). Hall and Hord (2001) captured the relation between
change at the individual and school level:

Although everyone wants to talk about such broad concepts as policy,

systems, and organizational factors, successful change starts and ends at the
individual level. An entire organization does not change until each member
has changed (p. 7).

A number of factors inhibit or aide in facilitating change that has

important implications on how PLCs are developed and utilized to improve
teacher practices.
In a literature review on PLC implementation, Stoll et al. (2006)
identified a number of variables that hinder the creation of effective PLCs,
including: individual orientations to change, group dynamics, and school
context. More specifically, influential variables included school size, phase
of school reform, school age and history, group dynamics, and existing
professional learning infrastructure. Schools that are larger tend to present
numerous barriers to change, including a greater diversity of teachers and
students, lack of organizational inertia for change, more likely under threat
of closure or accountability sanctioning, high teacher/administrator turnover,
182 DeMatthews, D. – Principal and Teacher Collaboration

and less likely to be open to change or a culture that is reflective, inquiry-

minded, and collaborative.
The status of the teaching profession also serves as a barrier to effective
PLCs. Increasingly, the nature of teachers’ work is hurried, focused on the
short term, consumed with paperwork, overwhelmed with meaningless data,
and subject to frequent redirection through new school district policies,
programs, and interventions (Martin, Sass, & Schmitt, 2012; Skaalvik &
Skaalvik, 2010). Under such conditions, teachers are likely to struggle to
engage as reflective practitioners or have the time, energy, or will to invest
in building shared values and the other elements necessary to engage in
PLCs. The organizational and teacher specific barriers to PLCs generate
challenges for school leaders that are significant.
Impact of leadership. The characteristics of effective PLCs and the
barriers to establishing and maintaining PLCs makes it difficult to see how a
PLC could develop without the active support of principals. McLaughlin
and Talbert (2001) captured the importance of the principal to teacher
community:

For better or worse, principals set conditions for teacher community by the
ways in which they manage school resources, relate to teachers and students,
support or inhibit social interaction and leadership in the faculty, respond to
the broader policy context, and bring resources into the school (p. 98).

Principals and other school leaders help to create a school learning

culture that emphasizes teacher learning, dialogue, and critical reflection
because they are able to influence physical and social climate (Griffith,
1999; Leithwood, Anderson, Mascall, & Strauss, 2010). Principals facilitate
the core elements needed to sustain PLCs through their words and actions,
how they generate teacher schedules and workloads, and whether or not they
are inquisitive, thoughtful, and reflective in their own practices and what
they see happening in their schools. A principal’s social interactions can
facilitate the development of trusting relationships, collaboration, and a
diffusion of expertise and knowledge. They can also buffer teachers from
district policies and fast-paced changes that disrupt school improvement
continuity.
Although it is clear PLCs require leadership and principal support, it is
increasingly evident that leadership cannot remain only in the hands of the
IJELM– International Journal of Educational Leadership & Management, 2(2) 183

principal or other traditional leaders because of the demands,

responsibilities, and expertise required to support teachers in a modern
school are too significant (Hallinger & Heck, 2010). The characteristics of
effective PLCs have previously been described as a form of distributed
leadership (Spillane, 2012) and highlight how principals and teachers work
together to inquire, engage in leadership, and share their knowledge and
expertise to enhance their community’s ability to meet the needs of all
students. Harris (2003) concluded that multiple forms of leadership are
required to build PLCs and that greater opportunities for teacher leadership
will lead to meaningful innovations that support professional and
organizational learning.

Distributed Leadership and Professional Learning Communities

Distributed leadership provides a rich conceptual framework to study PLCs

(Spillane, 2012; Stoll et al., 2006) because a distributed framework can help
clarify the varied roles assumed by principals, teachers, and other staff and
how their actions, orientations, and leadership contribute to organizational
learning. Theories of distributed leadership highlight how leadership is
spread across an organization, involves concerted action from teachers and
school administrators, and extends beyond task delegation to more profound
levels of collective action (Gronn, 2009; Heikka, Waniganayake, & Hujala,
2013). Who leads and who follows is not just associated with traditional
roles but to what the problem, task, or situation dictates, or who has the
prerequisite knowledge and skills under particular circumstances (Copland,
2003).
The role of the principal and other administrators is still important, but
often in different ways (Leithwood et al., 2006). For example, it is
important for principals to recognize who is capable of leading and who is
not because the last thing that would contribute to an effective PLC would
be ineffective leadership, disorganization, or a chosen teacher leader’s
personal values that are not aligned to collaborative inquiry and dialogue.
When principals are able to identify effective teacher leaders for appropriate
situations they must also have a support process in place so that teacher
leaders are knowledgeable about organizational and task objectives. A
strategic and well-supported distribution of leadership can enhance an
184 DeMatthews, D. – Principal and Teacher Collaboration

organization’s capacity to learn, problem-solve, and take ownership over

their performance.
Principals tend to engage in many of the same practices described in
other leadership approaches (e.g., instructional leadership, social justice
leadership), but with recognition that teacher leadership is important,
knowledge and expertise is scattered across a school community, and
collective engagement brings about greater change than the sum of
individual efforts in isolation. These principals are catalysts for a
distribution of leadership because they focus their efforts on cultivating
teacher leaders, building relationships, and developing networks (Fullan,
2001) that nurture opportunities for teachers to develop, learn, and innovate.
A principal’s awareness of the diffused skills and capacities of their teachers
is essential and enables them to arrange “the conditions, opportunities and
experiences for collaboration and mutual learning (Harris, 2002, p. 3).
A distributed approach to leadership is important in establishing PLCs
and starts with the principal ensuring the organization is safe and nurturing
to adult learning (Jacobson, 2010). Principals have the ability to support
teachers with classroom management issues, prioritize planning time, and
limit disruptions to instruction. They attend to the human side of leadership
because bringing about educational change in the form of PLCs can involve
teachers overcoming fears, emotions, and trust issues (Stoll et al., 2006).
Leadership in this context requires a degree of emotional intelligence
(Harms & Credé, 2010), an ability to recognize how the pace of change can
impact the work lives of staff, and an emphasis on support when change
becomes uncomfortable.
As principals recognize teacher leadership capacity, it is not their job to
push them into leadership positions with little thought or utilize their
capacity to handle administrative paperwork or random assignments.
Effective principals provide leadership opportunities that are aligned to the
schools vision and mission, identify leadership opportunities that teachers
can effectively manage, and provide a safety net and support as teachers
engage in leadership practice so that they can grow and expand their
capabilities (DeMatthews, 2015; Knapp et al., 2010). Developing teacher
leadership is vital to the work of PLCs because PLCs thrive when teachers
design the core elements and structures that make these communities
function. Effective PLCs are not just well organized or efficiently
conducted meetings where all stakeholders come prepared, followed pre-
IJELM– International Journal of Educational Leadership & Management, 2(2) 185

developed agenda topics, and leave with clear next steps. PLCs are places
where all community members share values and beliefs about teaching and
learning, engage in reflective dialogue, avoid simplistic answers and quick
fixes, and are comfortable with complexity. Conversations are not fixed on
an immediate answers, rather, they are about digging deeper into data and
teacher experiences to understand complexities, explore nuances, and
wrestle with dilemmas (Neumerski, 2013).
Teacher leaders and principals play an important role in facilitating PLCs
and the core elements of PLCs, but research has only generally described
principal actions in supporting effective PLCs. It is commonly understood
that effective principals support the development of a school’s mission and
vision and that teacher leaders and other teachers play an important role in
generating and acting out that mission (Kurland, Peretz, & Hertz-
Lazarowitz, 2010; Supovitz, Sirinides, & May, 2010). Yet, how principals
distribute teacher leadership throughout a school and the daily practices of
principals and teacher leaders working together to develop effective PLCs is
less understood. Research on PLCs highlight the need for critical
conversations between teachers, teacher leaders, and principals, but existing
research on these topic tends to focus explicitly on the principal or on
teachers in isolation of each other, lacks details or specifics, and does not
fully capture a process of how leadership is distributed in a school.

Methodology

This article examines the way principals distributed leadership across six
elementary schools to create and sustain effective PLCs. This study was
conducted as a qualitative multi-case study (Creswell, 2007; Yin, 2009),
with data collection occurring over the course of the 2013-2014 academic
school year. Six elementary schools were selected based on
recommendations of district administrators, informal surveys with principals
in each district, local university faculty knowledgeable in the area of school
leadership, and teacher climate surveys that reflected the presence of an
effective learning community. Initially, fourteen schools were identified
from this pre-selection process. However, after conducting early interviews
with principals, four of the school’s principals did not believe their schools
had effective PLCs. Four other schools opted not to participate in the study
186 DeMatthews, D. – Principal and Teacher Collaboration

due to time constraints or other research studies being conducted at their

school.
The data collection process consisted of in-depth interviews with
principals, assistant principals, instructional coaches, and teachers.
Interview protocols were developed for each staff position (principals,
teachers, and instructional coaches) based on their professional role and a
review of literature on PLCs. Interview protocols were reviewed by a small
group of principals, teachers, and university faculty and piloted prior to the
study. Interviews were semi-structured and took place over the course of the
school year. Each interview was approximately 35-60 minutes and primarily
focused on: (a) the structure of PLCs; (b) the role different administrators
and teachers played; (c) school culture around teacher learning; and (d)
perceptions of how PLCs help or hinder teachers in their daily work. The
term teacher is used broadly and includes guidance counselors, social
workers, and other service providers that work full time at the school. In
addition, 10 PLC meetings were observed in each of the six schools for a
total of 60 PLC observations. Documents were collected from PLCs and
analyzed in this study. Documents included meeting agenda, class and
school data reports, professional development activities, and reflection
protocols.
Data collection and analysis occurred simultaneously over the course of
the study. Data that were collected and analyzed early in the school year
directed further data collection later in the study. Data were analyzed using
Nvivo 9 software and coded based on findings from an initial literature
review and emergent themes in the data. Both inductive and deductive
coding processes were employed (Strauss & Corbin, 1999).

Findings

This study was conducted in six public elementary schools across two school
districts located in West Texas adjacent to the US-Mexico border. The
districts were within 25 miles of each other and enrolled students with
similar socio-economic backgrounds. Bravo Independent School District
enrolled approximately 45,000 students and had been recognized by state
and national organizations for excellence in school and district leadership.
Mesa Independent School District enrolled approximately 7,000 students
and was considered by many to be the poorer and less organized school
IJELM– International Journal of Educational Leadership & Management, 2(2) 187

district. Table 1 describes the general demographics and features of each

district.

Table 1.
School District Information

Bravo ISD Mesa ISD

Number of Schools More than 40 Less than 10
Total Enrollment Approx. 45,000 Approx. 7,000
Hispanic Population Over 90% Over 90%
English Language Learners Over 20% Over 25%
Eligible for Free/Reduced Meals Over 70% Over 75%

Although Bravo ISD had more structures and supports in place than Mesa
ISD, both schools struggled with similar challenges and concerns. Both
districts were situated across a handful of some of the poorest zip codes in
Texas and the United States. In recent years, the per capita income for one
zip code served by Bravo ISD was under $12,000 dollars a year. Both
districts had high populations of Hispanic students, English Language
Learners, and recent immigrants from Mexico.
Both school districts had similarities and differences, but in general,
findings related to PLCs and school leadership was similar across both
districts. In part, this is because both school districts are located within one
region of West Texas that is geographically isolated from the rest of the
state. As a result, most superintendents, central office principals, teachers,
and school staff received their degree and training from the same
institutions. Table 2 provides a brief description of each school.

Table 2.
School and Principal Characteristics

Bravo ISD Characteristics

Gonzalez ES
Principal Tompkins Tenure: 4 years
Student Enrollment: Approximately 650 students
Faculty Size: About 60 teachers
188 DeMatthews, D. – Principal and Teacher Collaboration

Bravo ISD Characteristics

Juarez ES
Principal Edwards Tenure: 11 years
Student Enrollment: Approximately 550 students
Faculty Size: Less than 50 teachers

Austin ES
Principal Ronaldo Tenure: 7 years
Student Enrollment: Approximately 800 students
Faculty Size: About 70 teachers

Gomez ES
Principal Johnson Tenure: 2 years
Student Enrollment: Approximately 475 students
Faculty Size: Less than 50 teachers

Mesa ISD Characteristics

Houston ES
Principal Sanchez Tenure: 19 years
Student Enrollment: Approximately 250 students
Faculty Size: About 20 teachers

Smith ES
Principal Torres Tenure: 15 years
Student Enrollment: Approximately 300 students
Faculty Size: Less than 25 teachers

Each school had PLCs that fit the criteria of an effective PLC, as
described in the literature review. Teacher surveys provided general
findings that teachers were engaged in professional learning. The
overwhelming majority of staff believed: (a) professional development at the
campus level enhanced their craft in teaching and learning; (b) other teachers
were supportive; (c) teacher ideas were listened to and considered; and (d)
school culture promoted trust and collegiality. Interviews and observations
with teachers yielded additional confirmation that effective PLCs existed in
IJELM– International Journal of Educational Leadership & Management, 2(2) 189

the six schools. Teachers described their PLCs using a variety of terms,
including, “a safe place to share and grow” and a place “where everyone
comes together to solve problems, address concerns, and learn.”
Observations of PLCs captured school communities that were not interested
in easy answers or quick fixes, but rather, thinking about how to improve
practices over time. A great deal of PLC time was spent on planning outside
activities, such as learning walks, classroom observations, co-planning
opportunities, or data-analysis sessions. After confirming that PLCs were
engaged in effective organizational inquiry and learning, interviews and
observations shifted to understand the role of distributed leadership,
principal action, and key interactions between principals, assistant
principals, instructional leadership, and teachers.

Principal Beliefs about Teacher Leadership

Each of the six principals acknowledged a necessity for teacher leadership to

improve teaching practices and a culture that was supportive and collegial.
Observations and interviews captured the ways principals supported teacher
leadership and how their leadership varied across schools. Generally, each
principal ensured there was opportunities for teacher leadership, provided
feedback and support after observing teacher leaders in action, and
encouraged all teachers to share ideas, opinions, and experiences related to
school improvement issues. Each school had PLCs where teachers were
engaged in leadership work.
At Gonzalez Elementary School, Mrs. Perkins was a 13-year veteran
teacher at the school and grade level team leader. Principal Tompkins
believed that Mrs. Perkins was hard working, motivated, intelligent, and
commanded the respect of colleagues. Principal Tompkins said: “She
demands respect and she has it, from everyone, even more than we
[administrators] do. She is caring, supportive, but has very high
expectations. She’s passionate about our school and when she talks,
everyone listens.” Principal Tompkins clearly recognized strength in Mrs.
Perkins, but also saw in her an advocate for school improvement from
someone who was not an administrator. Other principals believed that
teacher leaders brought strength and expertise to their schools that supported
or even surpassed that of the administrators. Principal Torres of Smith
190 DeMatthews, D. – Principal and Teacher Collaboration

Elementary School spoke of Mr. Reyes in such glowing terms. Mr. Reyes
was a third year 5th grade teacher that was the leader of his grade level. He
was charming, hard working, and had almost immediately won the support
of his more senior colleagues. After sitting in on a PLC run by Mr. Reyes,
Principal Torres said that Mr. Reyes was:

just an amazing young man. He’s tireless, smart, and passionate. And, to
be so supported by older colleagues, it really says something. In PLCs
and in other meetings, he is like glue. He is always bringing people
together, he is always looking for common ground, and most importantly,
he always looks for outcomes. When you see a young man like this, you
support him and you let him lead.

Observations and interviews indicated that each principal recognized the

importance of teacher leaders in their schools, but also highlighted that
teacher leaders needed support. During interviews, most principals noted
that teacher leadership wasn’t about delegation of authority or leadership,
but instead about supporting teachers as leaders. Austin Elementary
School’s Principal Ronaldo commented about teacher leadership that
reflected the opinions of other principals in this study. Principal Ronaldo
said:

Teacher leadership does not mean these teacher leaders don’t need
support. It doesn’t mean meetings or problems or tasks are simply
delegated. Some of my colleagues [in other schools] believe this.
Teacher leadership is only effective when we support them, provide them
with training, feedback, and motivation. Leadership is difficult work and
it’s not something we should distribute without thought or support.

Each principal believed that teacher leadership was important to the

development of effective PLCs and teacher professional growth. These
principals also believed that having teacher leaders supported professional
learning and growth in less direct ways. Principal Johnson of Gomez
Elementary School believed that having a handful of teacher leaders in
different areas and aspects of the school created teacher role models for
younger or less experienced teachers. Other principals highlighted that
having teacher leaders made all teachers more likely to share ideas, advocate
IJELM– International Journal of Educational Leadership & Management, 2(2) 191

for new policies, try new instructional practices, and communicate

frustrations or problems. All principals agreed that having a faculty that was
more open to discussion created opportunities for traditional leaders to solve
problems, provide the appropriate supports, and build more trusting
relationships.

Selection of Teacher Leaders

How teacher leaders were identified and selected varied across schools
and situations. In most schools, principals had at least some degree of say-
so about which teachers would lead PLCs, provide professional
development, or mentor new and struggling teachers. However, principals
did not always have or want absolute control and some teachers were able to
obtain leadership positions in more informal ways. Generally, principals
and teachers agreed on who should be viewed as teacher leaders. In most
instances, teachers were supportive of teacher leaders who had formal
authority in PLCs and other meetings.
At Houston Elementary School, Ms. Baker was a fourth-year special
education teacher who became a fifth-grade team leader and chair of a PLC
organized to support students with disabilities, behavioral problems, or
reading difficulties. Her principal strongly supported her and recommended
that she be the grade level team leader in an open meeting. Observations
indicated that other teachers were supportive of her and believed she was the
right person for the job. Ms. Baker’s selection was not democratic and could
be viewed as the principal’s choice, but staff appeared happy with the
choice. Below are reflections from Ms. Baker, Mrs. Sanchez the principal,
and another teacher in the grade:

 “I was a little unsure about this role, I’m not the most vocal person, but
Mrs. Sanchez really believes in me and I know she wants me to do it. I
see it as an opportunity to grow and, I guess, more importantly, to help
all teachers see how important it is to support all students… I’m
excited” (Ms. Baker)
 “She can be a bit quiet, but she is super organized, hard-working,
passionate, and loyal to her students and families. She has some room
to grow, she needs to get a little more tough when it comes to
192 DeMatthews, D. – Principal and Teacher Collaboration

interacting with staff, but she will grow into the role and it will help her
and our school in the long run” (Principal Sanchez).
 “To be honest, I’m kind of surprised, she’s a good, hardworking
teacher, but she is a bit shy. She knows her stuff, but will everyone
listen to her? I hope so, we will see” (Grade level teacher).

In other schools, teacher leadership duties and responsibilities were

distributed on a continuum ranging from democratic where all teachers
voted to principal selection without any questions or recourse from teachers
and staff. Interestingly, not only did these decisions range across schools,
but also within schools. These decisions raise important questions related to
teacher leadership. For example, at Juarez Elementary School, Principal
Edwards allowed most grade levels to vote on who would be their grade
level team leader and had a panel of teachers select and hire an instructional
coach candidate who would ultimately run most of the school’s PLCs around
literacy and mathematics. However, Principal Edwards unilaterally selected
the sixth grade team leader because he felt that the team was
underperforming and that there were a few teachers who were ineffective
and at times toxic. As a result, Principal Edwards moved another teacher
onto that grade level and made her team leader. Principal Edwards
explained his decisions:

Not just anyone can lead and not just anyone can lead when there are some
negative behaviors that must change. This isn’t a democracy, it’s my
responsibility to ensure all students are learning and at the end of the day, if
teachers are not being effective and if we really believe in teacher leadership
and effective PLCs, well then I’m going to say who leads and who follows.
Having a bad leader only makes things worse, and I’m not okay with that. If
I’m not democratic, or I’m not fair, so be it.

Principal Edwards’ feelings were shared across all principals. Interviews

and observations captured how each principal stressed the importance of
teacher leadership, but that their leadership must be effective, organized, and
aligned to the school’s vision. It was clear that despite the fact that each
principal was okay with taking a more distributed approach to leadership,
they did not abdicate their formal authority.
IJELM– International Journal of Educational Leadership & Management, 2(2) 193

PLC Types, Values, and Beliefs

The types of PLCs varied across and within schools. All schools had single-
or multi-grade teams with a clear teacher leader identified through the
processes described above. In addition, other PLCs existed and were
focused on a variety of school related areas. There were school wide PLCs
focused on supporting English Language Learners, students with disabilities,
students who had recently migrated from Mexico, and students and families
struggling socially, emotionally, and/or financially. Some schools had
school wide literacy and mathematics initiatives, some of which were geared
to improved test scores. Regardless of PLC type, shared values and beliefs
were present or in the process of being shaped.
Effective PLCs were common across all schools and it was clear that
teachers shared similar personal and professional values associated with the
purposes of education. One prominent value shared by teachers was
collective responsibility for student learning. During PLC sessions, teachers
rarely had excuses for failure and believed that their PLCs and the dialogue,
reflection, and problem solving that occurred were the tools for improving
their practices and their schools. Typically, teachers’ shared beliefs in PLCs
were in some way connected to the school’s vision and mission and related
to key areas the principal cares about. For example, Principal Johnson was a
strong advocate for inclusion of students with disabilities and thus identified
teachers and supported the development of a PLC around inclusion, co-
teaching, and co-planning.
At a general level, shared values in PLCs were aligned to the moral
purposes of the school’s mission and aligned to teacher beliefs about the
purposes of education. In this study, principals and teachers shared a grit
and persistent to serve their students despite challenges. For example, a
fourth grade teacher at Juarez Elementary School commented: “We have a
lot of challenges, but challenges aren’t excuses. We come together to
address those challenges. That’s what this is all about.” A literacy focused
PLC at Gonzalez Elementary School had a strong sense of shared values.
The PLC consisted of fourteen school staff members including grade level
teachers, special education teachers, an assistant principal, and a parent who
worked as an afterschool literacy tutor. The team identified numerous
challenges to success, including, a lack of resources such as leveled
194 DeMatthews, D. – Principal and Teacher Collaboration

readers/books, technology (electronic tablets and computers, assessment

materials (Curriculum Based Measures), and time. However, the team
didn’t view these challenges as unfixable. Instead, they focused on what
they could control and believed they needed to focus even more on their own
teaching practices and on supporting each other because of the lack of
resources. Mrs. Evans, one of the two leaders said: “We know we can’t get
everything on our wish list and so we are motivated to become brilliant
teachers. We have to overcome our obstacles and we do that by working
together, by pooling our expertise, our knowledge, and helping each other
out.” In one meeting, the team was focused on improving reading fluency.
The teachers discussed strategies, shared challenges, set new goals, and then
determined that they would conduct learning walks and have a buddy system
where two teachers would take turns observing each other and proving
feedback based on reading fluency instruction. Months after this PLC
meeting, a teacher shared:

We worked together to improve our practice. You know, by working

with your colleagues you learn a lot about what you know and what you
don’t know. You also learn what others knows. That helps you grow.
For us, once we know what we all know and don’t know, we work
together to learn newer ways and strategies… We are about constant
improvement and it’s fun.

Other PLCs were focused more on classroom management, mental health

concerns, and students struggling with difficulties inside and outside of the
classroom/school. At Juarez Elementary School, an interdisciplinary team
of teachers, mental health staff, and administrators came together to find
ways to support a subgroup of students who were struggling. Teachers in
the school had been complaining about some students not coming to school
prepared to learn or exhibiting behaviors that made teaching difficult. The
assistant principal, Mr. Tony, decided to call together a group of
stakeholders. He structured an agenda to facilitate discussion and conclude
with some action steps. As a group, the team decided to formalize a
community and determined that Ms. Pullen, a social worker, should take the
lead on the team, but with the support of Ms. Harris the school psychologist.
Mr. Tony was happy about the results and the opportunity to have more
knowledgeable and prepared staff leaders. He stated: “I know a little bit
IJELM– International Journal of Educational Leadership & Management, 2(2) 195

about mental health and outside supports, but I’m far from an expert. Their
help and knowledge is great. I’m so much more excited to work on these
issues now. I don’t feel alone or lost.” Ms. Pullen and Ms. Harris felt
similarly and noted that they were happy Mr. Tony started the group and
knew that he would support them.
The team would discuss student challenges, recommend new strategies,
and monitor student progress. In addition, the group members would
observe the students in different settings and support teachers who were
struggling in the classrooms. Ms. Pullen described the PLC:

This isn’t a traditional PLC, we learn together, we support each other, but
sometimes the learning is policy stuff, like how to work with Child
Protective Services. Other times, it’s about teaching teachers how to
recognize triggers to student behavior… Ultimately we learn through each
case because each case and each student is so different…We share a
belief that we can help each child. If we didn’t, we wouldn’t be doing
this work and would definitely would have given up a long time ago
because trying to help solve these types of problems makes you want to
give up, it’s exhausting…But, when one of us is tired, I know I can count
on my colleagues.

The PLC built structures and supports around how they scheduled and
conducted meetings, how they developed cases and sought out answers to
problems and questions, and how they communicated their learning across
the team and across the school. As the PLC became more successful, PLC
members would present information and conduct professional development
sessions on aspects related to their own professional growth.
Other PLCs with different foci brought together diverse groups of
stakeholders, but tended to share the same beliefs: (a) all students can learn
if supported; (b) teachers and staff needed each other’s support; (c) obstacles
and challenges weren’t excuses; and (d) learning happened over time
through reflection, dialogue, and practice. Teacher learning extended from
PLCs to organizational and community levels. Principals, assistant
principals, instructional coaches, teachers, and parents benefitted from the
learning that occurred in PLCs.
196 DeMatthews, D. – Principal and Teacher Collaboration

Formal Leadership

Formal or traditional leadership still played an important role in teacher

leadership and PLCs. Although each principal had various leadership styles,
each principal was observed maintaining expectations for PLCs, setting a
level of professional acumen for teacher leaders, and developing a range of
objectives for PLCs. Similarly, teacher leaders and PLC members were
observed seeking formal authority for support, new ideas, resources,
assistance, expectations, and guidance. Sometimes teachers struggled with
working in PLCs or with challenging topics and looked for guidance and
support.
Teacher leaders and PLCs confronted the following problems: (a)
disgruntled teachers or staff that challenged the authority of teacher leaders
and/or contributed to a toxic school environment; (b) PLC groups lacked
specific knowledge or expertise necessary to get started with their work and
required outside training; (c) teacher leaders struggled to organize and
manage meetings, expectations, and distribute workload; (d) a lack of
knowledge associated with available resources and tools within the school
and district; and (e) limited knowledge of federal, state, and district policies.
Under these conditions, PLCs and their teacher leaders sought support from
principals and other traditional administrators. For example, a PLC at
Gomez Elementary School was organized over the summer to learn about
co-teaching and co-planning in the area of special education and sought
principal support. The group had an objective given by the principal, to
identify a co-teaching/co-planning model that best fits the school, identify
options to present to the entire faculty, develop trainings that can be given
over the course of the year, monitor areas of emphasis, and problem-solve
potential challenges.
The first two PLC meetings were not a success because the teachers
didn’t feel knowledgeable enough about co-teaching and co-planning
models. One teacher in the PLC said, “We were just wasting time because
we didn’t have enough information or knowledge to get started.” The team
already had strong teacher management, shared values about inclusion, and
strong work ethic, but they asked the principal for support, ideas, and
recommendations due to a lack of technical expertise about inclusion.
Instead of giving recommendations, the principal shared with the group that
a statewide training provided by co-teaching experts would be conducted
IJELM– International Journal of Educational Leadership & Management, 2(2) 197

and implored group members to attend. The additional training provided the
PLC with the prerequisite knowledge to be successful moving forward.
Newer PLCs or PLCs with less assertive teacher leaders were more likely
to struggle with disgruntled or toxic colleagues. For example, at Gonzalez
Elementary School the leader of a PLC struggled with a teacher who
constantly interrupted meetings, was not willing to follow the meeting
agenda, and was frequently disengaged from the group. Other PLC
members were angered by the teacher, but did not outright confront her.
This disgruntled teacher was observed talking over other teachers during the
meeting session, speaking loudly, and being aggressive in her comments.
Mrs. Evans was the teacher leader and was frustrated. She explained her
feelings early in the school year:

I tried talking to her in private and tried to see how I could help her. I
asked her how I could help her. I asked her if she had any ideas to make
the meetings run smoother. She really didn’t want to talk. To be honest,
I think she is just one of those people who refuse to fit in with the group.
We are all a family here and she is the outsider. I was so frustrated with
her and I needed help from our principal.

Mrs. Evans asked Principal Johnson for assistance. The principal

provided her with a number of strategies, gave her an article to read about
conflict resolution, and scheduled a follow-up meeting in two weeks. Mrs.
Evans made little progress and became more frustrated. She again followed
up with the principal. Principal Johnson described how he supported Mrs.
Evans:

I observed a few PLCs and saw this toxic teacher in action. I wasn’t
surprised, because she had problems before. I took notes on her
behaviors and then afterwards I scheduled a meeting with her. We talked
about her behaviors and her comments… I connected her behavior to our
purpose here and pointed out how she wasn’t meeting expectations and
how her values were not aligned with our mission and vision. I also
helped her make a connection to how her behaviors and attitudes are
associated with aspects of her formal evaluation… Let’s put it this way, it
wasn’t a nice conversation, but she got the message.
198 DeMatthews, D. – Principal and Teacher Collaboration

Mrs. Evans and Principal Johnson noticed an immediate change in the

disgruntled teacher. By the end of the school year, the disgruntled teacher
apologized to Mrs. Evans for being difficult and thanked her for her hard
work. There were other instances where teacher leaders asked for support
dealing with colleagues, although, some cases were not resolved as
successfully.
Principals also encountered problems with PLCs and the distribution
of leadership that included: (a) poorly conducted meetings where little work
or progress was made on a specific agenda; (b) meetings not starting or
ending in a timely fashion; and (c) incomplete assignments or low-quality
products (e.g., professional development sessions, policy drafts, parts of
school improvement plans). Observations and interviews with principals
suggested that at times, teacher leadership was difficult to sustain and deal
with. Principal Edwards said, “sometimes, and I know I shouldn’t say this,
but I wish I could just run everything on my own. At least it would run
right.” Principal Edwards’ frustration was obvious during the interview, but
future observations and interviews showed his dedication to supporting
teacher leadership and maintaining PLCs that were run by teachers. Each
principal recognized that PLCs and teacher leaders required some degree of
management based on that particular teacher leader and the challenges
associated with the group. Principal Sanchez’s comments about the need for
formal leadership captured the sentiments of each principal in this study.
Principal Sanchez said: “Each [teacher] leader and each PLC has its own
strengths and weaknesses. Part of my job is to know the dynamics and the
needs of all staff and then to adapt my leadership accordingly.” The formal
authority of principals was present and used strategically.

Discussion

Each principal in this study engaged in aspects of distributed leadership and

demonstrated a commitment to facilitating teacher leadership at a school-
wide level. Although there was variance across principals’ values, decision-
making processes, and styles, each school provided rich opportunities for
teachers to take ownership over their own learning. Previous research
reported on distributed leadership and how principals supported teacher
leadership, but rarely attempted to investigate how theories of distributed
IJELM– International Journal of Educational Leadership & Management, 2(2) 199

leadership and principal actions associated with distributed leadership

support PLCs. This article expands on existing research by focusing on how
principals distribute leadership to create or maintain effective PLCs and
attempts to capture some of the key elements, actions, and challenges in the
leadership work.
Each of the six schools in the study fit the criteria for having effective
PLCs previously described in empirical research. Teachers were engaged in
reflective dialogue, shared values, and were learning through inquiry and
collaboration. The schools believed that PLCs were a tool used to overcome
obstacles and challenges. The school community gained from engagement
in PLCs and helped to overcome organizational challenges. PLCs were
viewed by teachers and principals as difficult, challenging, but ultimately
worth their efforts. Administrators and teachers recognized the powerful
impact of learning PLCs brought. How leadership was distributed,
organized, and managed across and within schools varied. Some principals
were more hands-on with managing and supporting teacher leadership and
PLCs while others allowed teacher leaders to struggle before providing
support. Teachers and teacher leaders had expanded authority and given
flexibility to lead, but at times they still turned to principals for answers,
support, or additional authority.
These findings provoke further questions about the ways context, group
dynamics, personalities, and leadership styles influence principals’
approaches to distributed leadership and important issues relevant to teacher
leadership. Each school shared common demographic features situated in
the same region of West Texas. Principals, teachers, and school district
administrators were mostly educated and trained by the same people
working in the same universities. Yet, each principal, each teacher leader,
and each PLC presented different dynamics that influenced how PLCs were
structured, conducted, and focused. The preferences, ideas, problems, and
resources available influenced the shared-values of PLCs, the instances
when teacher leaders would seek administrator support, and the products of
learning produced through inquiry, reflection, and dialogue. These findings
raise an important question: Can PLCs be pre-packaged reforms with
specific foci, protocols, and objectives, as they exist today in countless
schools? Many educational businesses, consultants, and even scholars have
produced PLC and teacher education platforms that school districts have
200 DeMatthews, D. – Principal and Teacher Collaboration

purchased as increased accountability, marketization, and economic

rationalization has changed the landscape of public schools (Edwards &
DeMatthews, 2014; Zeichner, 2010). In this study, pre-packaged PLC
models were not utilized and teachers were happy with PLCs and their
learning outcomes.
Some scholars have highlighted that quality professional learning in
general, or PLCs in particular, are mostly ineffective due to the fast-paced,
ever-changing, accountability systems that govern life in schools. In this
study, however, teachers and administrators viewed PLCs and a distributed
approach to leadership as a mechanism to adapt to new or old challenges.
When teachers lacked resources, such as certain types of assessment
materials, they worked together to think about, observe, and perfect new
teacher practices that can help them overcome what they lacked. This is not
to say that PLCs are the magic bullet in educational reform, but rather, if
teachers are given time and support, they can solve many of the issues they
confront in their daily work lives and in doing so build community, trust,
and shared values centered on student achievement.
Finally, this study captured the importance of formal/traditional authority
related to the role of the principal. Principal authority varied across and
within schools based on contextual features and principal characteristics.
However, each principal maintained authority by holding expectations high,
clearly communicating goals, and providing teachers and teacher leaders
with feedback and guidance. At times, teacher leaders sought the principal’s
help or authority to remedy issues. In some instances, principals responded
in traditional ways, such as having a critical conversation with a disgruntled
teacher. Other times, principals did not respond to requests for support and
instead helped teacher leaders find resources they could draw upon to
remedy their own problems. These relationships were respectful, mindful of
authority, and collegial. They were also mutually beneficial, as teacher
leaders and principals had opportunities to learn from each other.

Implications

Researchers should continue to investigate how principals and teachers

leaders can support organizational learning and how different leadership
qualities, actions, experiences, and contextual features of schools, districts,
and policies support or impede organizational learning. To date, most
IJELM– International Journal of Educational Leadership & Management, 2(2) 201

research on PLCs has focused on either principals or teachers but not on

their interactions, challenges, and relationships. Researchers might consider
focusing intensely on a small number PLCs to examine and explore daily
practices, unique features, and how professional learning occurs during PLC
meetings, but also through exercises and practices outside of PLC meetings.
In addition, research is needed to explore different types of PLCs with
different foci. A school may have a PLC focused on literacy or to support a
transition from a bilingual program to a dual language program. The
challenges, ideas, values, and actions in one type of PLC may vary greatly
from another with important implications for how PLCs are understood.
This research also contributes to discussions on how principals and
assistant principals should be prepared. Future school administrators must
be prepared to distribute leadership effectively and then be capable of
providing support and feedback to struggling teacher leaders. They must
also have managerial skills to ensure PLCs are effective, efficient, and
produce meaningful outcomes that extend beyond general meetings with
little or no organizational learning. Instructors in principal preparation
program can structure courses to be similar to PLCs by modeling principal
and teacher leadership actions that support the development of community
and inquiry. For example, instructors might conduct activities that help
candidates build a collective system of values around organizational
learning, provide activities that enable candidates to be reflective in their
practice, and encourage candidates to work together to generate new ways of
teaching and leading. In addition, instructors might consider having
principal candidates assess PLCs in their schools. Candidates could present
these findings to the class and discuss their strengths and areas of growth.
Finally, instructors might consider attempting to build a PLC of candidates
that extends outside of one class to an entire cohort of candidates.
Candidates and instructors can work together to identify PLC themes or foci
and these PLCs can remain intact beyond students’ participation in the
preparation program.
202 DeMatthews, D. – Principal and Teacher Collaboration

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surveillance, and attacks on diversity: Neo-liberalism and the
transformation of teacher education in the US. Teaching and
Teacher Education, 26(8), 1544-1552. doi:
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206 DeMatthews, D. – Principal and Teacher Collaboration

David E. DeMatthews, Ph.D is Assistant Professor at The University of

Texas at El Paso in the Department of Educational Leadership and
Foundations.

Contact Address: Direct correspondence to Assistant Professor

DeMatthews at the Department of Educational Leadership and Foundations,
University of Texas at El Paso,500 W. University Avenue, El Paso, Texas
79968-0567, United States of America. 915-747-7591 (Office). 915-747-
5838 (Fax). E-mail address: [email protected]

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