Implementing Professional Learning Communities in Low-Enrolment Schools
A Promise for Small Schools
In small schools, it's common to hear teachers say, "I'm the only one teaching my subject." That reality can feel isolating — planning alone, assessing alone, and carrying the full weight of improvement on one's shoulders. Yet research over the past two decades shows that isolation need not define professional life. When DuFour (2004) first described Professional Learning Communities (PLCs), he framed them not as programs but as cultures — cultures where educators engage in collective inquiry to ensure better outcomes for students.
This idea takes on even greater power in schools with low enrolment. Harris and Jones (2010) note that in small settings, collaboration is not a luxury but a necessity for sustaining quality. Teachers already know one another well; PLCs simply give that collegial energy a shared focus, clear process, and measurable impact. Stoll, Bolam, McMahon, Wallace, and Thomas (2006) call this "learning embedded in daily work," and for single-subject teachers, it can be a game-changer — turning informal talk into structured learning that truly drives classroom improvement.
Why PLCs Matter When the Staff Is Small
In large schools, teams often form by grade or subject. In smaller schools, the same structure must be re-imagined. A mathematics teacher might collaborate with an English or science teacher instead of another mathematician. That cross-disciplinary exchange can actually deepen learning because it invites fresh perspectives. Owen (2014) found that in small-school PLCs, diversity of expertise encourages teachers to ask better questions and design richer lessons.
Moreover, collaboration reduces the professional vulnerability that comes with working alone. Studies by Vescio, Ross, and Adams (2008) demonstrate that teachers who engage in structured dialogue about student work report higher morale and stronger instructional coherence. Hargreaves and Fullan (2012) argue that such shared responsibility builds "professional capital," allowing small staffs to punch above their weight. For the single teacher handling three grade levels, a PLC becomes a mirror and a support system — a place to test ideas, refine strategies, and feel part of something larger.
Turning Constraints into Catalysts
Low enrolment can seem limiting, yet Harris and Jones (2017) remind us that smaller systems often innovate faster precisely because relationships are close and bureaucracy is thin. When a school of six or eight teachers commits to a PLC, everyone's voice matters. The mathematics teacher's insight might reshape how the English teacher teaches reasoning, or the art teacher's approach to critique might inspire more engaging feedback in science.
Hargreaves and O'Connor (2018) describe this as collaborative professionalism—the idea that teachers grow strongest when they learn together and act collectively. In small schools, that philosophy can be lived daily. A 30-minute weekly PLC meeting, focused on a real problem of practice, can do more to improve teaching than an entire day of external workshops.
Laying the Groundwork
Before implementing the structures of a PLC, leadership must prepare the ground carefully. Change will not flourish without shared understanding and trust.
Clarify the Purpose
As DuFour and Eaker (1998) emphasised, a PLC should not be seen as an "extra project" but as the core engine of teaching and learning. Staff should see it as a means to improve student outcomes, not as an accountability tool.
Start Small but Stay Focused
Select one question or challenge—perhaps reading comprehension or attendance consistency—and use that as the first inquiry cycle. Early, visible success builds momentum (Owen, 2014).
Protect Collaboration Time
Without scheduled, uninterrupted time, PLCs fade into wishful thinking. Even 30–40 minutes per week can establish rhythm and discipline (Hargreaves & O'Connor, 2018).
Agree on Norms
Psychological safety matters. Louis and Marks (1998) found that schools with explicit norms for communication, feedback, and confidentiality sustain richer professional dialogue.
A Call to Action
If you lead or teach in a low-enrolment school, the message is simple: you already have the ingredients for a thriving PLC. Your size is your strength. Close relationships, shared challenges, and flexible structures make collaboration easier to start and sustain. With the right focus and commitment, a small group of teachers can generate the same professional growth and student success seen in much larger institutions.
Continue to Part 2References:
DuFour, R. (2004). What is a professional learning community? Educational Leadership, 61(8), 6-11.
Harris, A., & Jones, M. (2010). Professional learning communities and system improvement. Improving Schools, 13(2), 172-181.
Stoll, L., Bolam, R., McMahon, A., Wallace, M., & Thomas, S. (2006). Professional learning communities: A review of the literature. Journal of Educational Change, 7(4), 221-258.
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