Professional Learning Communities

Jody Gallimore, EdM, specializes in implementing professional learning communities (PLC) in the elementary and middle school settings. With over 38 years of experience, her roles of teacher, school leader, and district office leader enable her to coach using both experience and evidence-based practices.

Rob J. Meyer is an experienced educator currently serving as the director of teaching and learning at Beaver Dam Unified School District in Wisconsin. With more than 18 years in education, he previously served as a teacher of social studies, an assistant principal at the secondary level, and a principal at the primary level.

Haley James is the supervisor of instruction for Madison County Schools in Alabama. She previously served as an elementary principal, preK–12 assistant principal, instructional coach, and elementary teacher.

James Rawls serves as a principal in a large metropolitan school district in Georgia. His passion for education is evident through his experience of more than 20 years in the field.

Christine Johnson is the principal of Meadow Lane Elementary school in Lee’s Summit, Missouri. With 20 years of experience in public education, she has successfully improved high-poverty schools through the Professional Learning Communities at Work® process.

Katie Kreimer Hall, EdD, is the supervisor of curriculum and professional development for Fort Smith Public Schools. Previously an administrator in high-poverty schools, she is passionate about building self-efficacy in teachers through the professional learning community process to increase student achievement.

Angela Veatch, a National Board Certified Teacher with over 25 years in education, serves as an instructional specialist for Fort Smith Public Schools. She is passionate about visible learning, learning by doing, and strengthening teacher efficacy through the PLC process.

Kristi Napoli is the principal at Golden Hills Elementary School, a Model Professional Learning Community at Work® school in Northern California. With over 20 years of experience, she’s found success in collaborative teams, the professional learning community process, and multitiered systems of support.

Explore how teacher teams can ensure equitable literacy learning so that every student masters essential reading standards. Jacqueline Heller and Paula Maeker, authors of Literacy in a PLC at Work®: Guiding Teams to Get Going and Get Better in K–6 Reading, will help literacy educators navigate the teaching, learning, assessment, and feedback cycle of reading through the lens of Professional Learning Communities (PLC) at Work.

As educators and leaders across the nation grapple with the challenge of changing policies, practices, and procedures to ensure high levels of learning for all students, the inability to effectively change the mindsets of colleagues, faculty, and staff is proving to be the biggest hurdle of all. Hence, in order for systems to change, outlooks will also need to change.