AI-Powered Professional Learning Communities

Professional Learning Communities, or PLCs, are now a widely utilized structure in schools that can have a transformative effect on teachers and student learning. Findings from NTC's recent federal Education and Innovation Research (EIR) grant found that consistent PLC participation by teachers (defined as 90 minutes a month for seven months) showed a statistically significant and positive relationship with student math and reading achievement. These validated results confirm what we know from research — when school leaders prioritize instructionally focused, team-based professional learning, teachers and students benefit (Hudson, 2023). And yet, we know that PLCs are often underutilized or poorly implemented (Cordelia et al., 2024) — a missed opportunity for school communities to improve instruction and develop teachers. In too many schools and districts, PLCs function as logistical or administrative meetings. In fact, data from RAND indicate that only 31 percent of teachers report they have sufficient or quality opportunities to collaborate with peers (Berglund and Johnston, 2018).

This study explores how peer learning and the effectiveness of PLC conversations are impacted by (1) the presence of “neutral party” (i.e., AI delivered) low inference feedback and (2) calibrated reflection on evidence-based criteria for developing teacher expertise through PLCs. In other words, does AI feedback on specific high-impact characteristics of PLC conversations and collaborative teaching practices augment and enable skill development and long-term enactment of new practices for participating teachers?

Beginning with training for school leaders and PLC facilitators, NTC will support and develop shared understanding of the criteria for effective PLCs and introduce a resource for PLC self-assessment and goal-setting. Over two school years, PLCs will meet regularly and will engage in periodic self-reflection to guide their practice. Additionally, PLC facilitators will submit video recordings of their PLC meeting conversation to an AI platform each month. A group of PLCs in the AI treatment condition will receive regular feedback from the platform to support self-reflection and improvement, reinforcing professional learning on effective PLCs and collaborative instructional practices.

2026-09-15

2028-05-31

Teacher practices including collaborative planning and student-centered instructional strategies
Teacher attitudes and beliefs including self-efficacy, school climate, and value of PLCs

Student actions including active engagement in learning
Quality of student work

Half of PLCs will be assigned to AI-enabled feedback condition, and the other half will be assigned to the no-AI condition.

Not available

stratified random assignment via SAS

PLC

No

We will have 40 to 60 PLCs participating over a two-year period. Each PLC may have some teachers who leave or join.

Each PLC will have an average of 4 teachers, so we assume a sample of up to 240 teachers and 60 PLC facilitators.

120 teachers in the AI-enabled feedback condition, 120 teachers in the no-AI condition