How This Book Is Structured

and even more so for those that work in a hybrid or virtual environment. The roadmap aligns the structure to the process creating the necessary clarity and guidance while maintaining the overall focus and providing a systematic methodology often missed in virtual or hybrid learning structures.

Virtual teaming and virtual learning have been practiced for decades but never to the level that is required today. Schools must overcome many hurdles to maintain the PLC process in a virtual environment. Many school districts we counseled during the COVID-19 pandemic in 2020–2021 struggled with the basic structures of PLC as virtual structures were implemented. Teachers were forced to learn online systems such as Zoom and Google Classroom while simultaneously instructing students. Those educators who had the necessary collaborative team structures and processes of a PLC in place were able to maintain their PLC process with little interruption. Refining these practices in a virtual environment provides focus and consistency. Eliminating teacher isolation and inconsistency is crucial to remove fragmentation within the school structure.

This book is not a reference text for teachers that is filled with a series of virtual instructional strategies. Rather, we intend for teacher teams to use this book as a reference on how they can implement, maintain, and build the PLC school-improvement process to ensure high levels of learning for students when it is necessary or preferred to shift from faceto-face learning to a virtual environment or with a combination of virtual and in-person teaching and learning.

Schools that have shifted to an all-virtual or hybrid model but that have not previously functioned as a PLC should consider adding Learning by Doing, Third Edition (DuFour et al., 2016) as a companion to this book. Learning by Doing provides extensive detail on building the PLC structures and process, whereas the chapters in this book will be examining several foundational PLC structures and practices through a lens of virtual application. These structures and practices will work well with those outlined in Learning by Doing (DuFour et al., 2016).

Chapter 1 provides an overview of the three big ideas of a PLC and how readers can implement or support these big ideas within a PLC that has shifted to virtual or hybrid teaching and learning. Chapters 2 and 3 address the four pillars of a PLC (mission, vision, values, and goals), which provide a necessary foundation for the culture of a PLC. PLCs that transition to a virtual or hybrid environment will need to be sure their foundation is strong. Chapters 4 and 5 focus on collaboration and teams’ work on researchbased practices to ensure students excel in virtual and hybrid environments. Finally, we address the necessary component of leadership in chapter 6, focusing on specific actions of school leaders.

Throughout the chapters, we will discuss each of the key concepts to implement in a virtual setting, with accompanying tools to help leaders and educators in all school levels.