Why I Love PLCs Enough

Enough is a word I’ve heard, used, and thought of pretty extensively recently, and I know I’m not alone. All across the country, educators and educational leaders have asked so many questions and made so many statements regarding “enough”:

• “Am I doing enough to address the educational gaps of my students?”

• “Am I doing enough to support the needs of my teachers?”

• “What happens if we don’t do enough to meet the state accountability standards?”

• “Are we doing enough to address students’ and sta ’s mental health needs?”

• “Do we have enough safety measures in place to keep our students and sta safe from intruders?”

• “How can I maintain a work-life balance so I can be enough for my family, sta , and students?”

• “What can we do to pay teachers enough?”

• “I’ve done all I can, and it still isn’t enough.”

• “Am I enough?”

After stewing on this, mulling it over, and lying awake at night wondering what other tasks I should take on, it hit me: I am not, nor will I alone ever be, enough. at sounds really depressing, but before you quit reading, really think about what that means. Think about the scope and depth of the work you do. ink about your goals and expectations. Characteristic of the education profession are individuals who have high expectations for themselves, which translates to high expectations for students. Now think about accomplishing

BY KATIE ATKINS

all that alone. Some of you are trying alone, and chances are, you have become incredibly frustrated having to take on seemingly impossible tasks as individuals working in silos.

One day, my young son was working on a pretty extensive jigsaw puzzle. He’s a bright kid who enjoys challenging himself and has always liked puzzles, so I was a bit surprised to see the frustration on his face as he told me he wasn’t going to continue the puzzle and wanted to put it back in its box. He said it was too hard and he had had enough. When I asked if he had asked anyone for help, he said no; he’s always been able to figure these out on his own. The puzzle pieces were almost all the same color with very subtle markings; I would have probably been in tears already and abandoned the whole thing. But together (we also had to call in Dad to help), we were able to sort the pieces into piles based on the subtle markings, making it a much more manageable task. And in the end, he regained his love of challenges and now had another tool in his tool kit: collaboration.

Oftentimes the scope and depth of the amazing work we love to do—because we care deeply about students and want to help them actualize successful outcomes— become heavily clouded because there is so much. But that does not mean we are defeated, and many of us are resolute that we will not be deterred because kids must win. We need each other in this work. Never before has it been so necessary for us to surround ourselves with thought partners, collaborators, and inspirational supporters. We need to learn from each other, and we must make and protect space for this to happen.

We are all in different situations in our respective schools and job functions, but the essence of meaningful collaboration remains a constant thread regardless of situation or circumstance. What that collaboration looks like must be intentionally designed by those working together, with a collective commitment toward a common goal and a game plan to keep all members of the team on track and supported.

rough collaboration with others, we can obtain and develop the tools and support we need to be enough. And that’s why I love PLCs.

KATIE ATKINS has served in various administrative and instructional roles in public schools across Texas. She is an avid advocate for high levels of learning for all students and champions literacy development, practices, and processes through a spirit of collaboration. As a supporter of teachers and administrators, she is passionate about empowering educators and communities in attaining successful outcomes for students.