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Professional learning communities (PLC) build a space and time for colleagues to collectively further learning in their field. Strong professional learning communities have several significant benefits in any field. Strong PLCs:

a.) Build a culture of giving and receiving feedback

b.) Provide a safe space to improve skills in cultural competence

c.) Encourage professionals to stay up to date in their fields

The dynamism of environmental education makes it a unique professional field. Many programs are short-term teaching experiences. Whether a four-day residential outdoor school, a half-day field trip, or classroom visits, the temporary nature of environmental teaching can have unique impacts on educators. Because of the numbered days, most environmental educators work very long shifts, often up to twelve or thirteen hours at a time. Additionally, many environmental educators teach a similar curriculum repeatedly to new sets of students. Finally, it can be difficult to build strong connections with students who are only in programs for a few hours or days at a time. This intensity of working hours, repetition of content, and barriers to building long-term connections with students can lead to educators burn out or become complacent in their work.

Strong professional learning communities are thus particularly useful in the field of environmental education. In addition to the general benefits of professional learning communities listed above, some of the most impactful benefits of PLCs in environmental education are described below.

Accountability for professional growth

Establishing a professional learning community holds educators accountable for setting and working toward professional goals. One way that this can be accomplished is through peer observation. Setting up a practice of observation and feedback benefits the observed and the observer in several ways. The observer has the opportunity to see a different perspective on the curriculum that they have become used to. This allows the observer to look for different connections made between themes and lessons, and strengthen the connections they draw in their own teaching. The person being observed benefits by identifying their teaching goals frequently, and by having consistent evidence of their strengths and areas of growth. Building a habit of setting goals encourages educators to critically evaluate their own skills and dispositions in regards to teaching. With the support of a peer observer, an educator can set actionable steps to achieve goals, leading to more growth more quickly. Peer observation also provides a safe space for professionals to practice giving and receiving feedback respectfully and effectively, a skill that is important in any field they may wish to pursue in the future.

A strong PLC in environmental education also creates space to discuss and practices skills in cultural competence. This particular skill set can often be an emotionally charged journey, and the ability to safely make mistakes is an important part of moving forward. Designating a time to discuss specific scenarios, and share useful videos, stories, and teaching materials helps educators to be more aware of their cultural lens and how to make space for more culturally diverse teaching and learning.

Increased content knowledge

Staying up to date in the field of environmental education leads to more diverse content for students and decreases the probability of becoming complacent with curriculum. Educators can broaden their content knowledge by meeting regularly with a PLC to discuss established practices that they find useful, articles about innovative programs and even engage in their own scientific field projects.

Environmental education is also a unique teaching setting as content is intertwined with the ever-changing natural world. Quality environmental teaching draws on these changes to reinforce curriculum goals. Participating in a PLC allows educators to share experiences with phenology, specific scientific knowledge, and to gather a higher quantity of data for field investigations. Committing a PLC meeting to discussion of seed-dispersal lessons for example, can encourage educators with little experience teaching about plants to try something new, and simultaneously allow those with more experience to share resources and perspectives on one topic. By bringing in multiple voices, educators can expand their teaching into new reaches, decreasing their risk for burnout and enriching the student experience.


Finally, professional learning communities are one way for educators to take care of themselves emotionally and physically. Strong PLCs take the time to get to know each other on a personal level, adding an element of fun to the workweek, and fostering stronger working relationships. In a residential graduate setting for example, personal connections build empathy between peers sharing an intensive common experience. PLCs can support individuals in times of stress, and celebrate together in times of success. This camaraderie plays a major role in avoiding teacher burnout.

moffit1aTwo students work together to build a
mini fort with many types of materials.
Students come with their own set of responses and lenses.  They may be fluidly capable of adapting those lenses depending on the demands of the lesson, and from that perspective, most lessons will suit these types of students.  However, a lot of students haven’t built these skills yet which means that they will have to stretch their understanding to make sense of a lesson that uses a different way of learning than one of several they have become accustomed to. 

As a teacher I choose to respond to those students to best deliver instruction.  This might mean targeting certain lessons’ formats so that they either suit or stretch students’ understanding.  To implement best-practices I need to be consciously and continuously adaptable to student needs. 

What are these lenses?

Lenses are perspectives that can apply to any implicit or conscious understanding that has previously been formatted by students to guide their thinking.  I like to think of lenses as being sorted based on principles of neurolinguistic programming (NLP), a really big word for a really interesting way of understanding the way that people’s brains process and store information.  One aspect of NLP called ‘meta-programs’ sorts people into dichotomous categories including introvert/extrovert, global/detailed thinkers, feeling/thinking, and self/others to name a few.   People who are more rigid thinkers have trouble processing any ideas that are presented in the format of the opposite side of their word-pair.  For example, a global thinker with a fixed mindset has a very hard time understanding a detail-oriented argument.  However, with a fluid, or growth-oriented mindset, learners can appreciate the ideas presented by the opposite side even if it’s not their primary meta-program. Evaluate students by having them build mini-forts on the first day and see which things they prioritize and how close together they build their forts.  Do they help each other during ‘natural disasters’?  Do they share materials? Do they prioritize procedures over choices? Do they respond to a deadline?

What does this mean in application?

moffit2aOne student watches as her partner builds a fort with sticks.When I am adaptable to students’ perspectives, I am practicing student-directed learning.  A lot of the skill of understanding perspectives comes from planning my first day of the four-day-long Student Overnight Program as a giant formative assessment.  I keep a theme in mind, but try lots of activities to see which meta-programs students have been trained to use or are naturally inclined to use. I get a gestalt for the group, and also for outliers, individual students who don’t mix for some reason, say a ‘feeling’ student in a team of thinkers.

From there I direct my instruction- usually in terms of type and intensity of team building.  The socially constructive element of teaching can vary from week to week, and can be directly added in to science- and arts-heavy content.  Depending on how I roll out my activities, students have different levels of responsibility in deciding what roles members of the group will fulfill.  In a detail oriented group, I might plan the details for them but direct the summative questions to big-picture, real-world applications of student ideas.  If I have a lot of feeling students, but only a few thinkers, I might ask students to look at how their roles changed in a challenge course activity when people used different language, or were told to incorporate additional planning sessions.

Depending on how divisive the thinking is, I may scaffold social community building with unusually easy team building such as raising the hula hoop off of the ground with everyone touching it.  Some groups work well together already and can do multi-faceted planning. It is easy to get caught up in meta-analytically working your group, so it is important to pick one or two of the biggest opposite-pairs and focus on them.  Step back frequently and check on your goal.  The purpose of this exercise is to respond best to your students.  Are you?