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Spring 2026

Team discussions at Mt. Pilchuck Elementary

Mt. Pilchuck Elementary Principal Malissa Weatherbie reviews student learning data with teacher Savannah Johnson. These regular team discussions help educators reflect on student progress and adjust instruction to support continued growth.

Continued learning and collaboration to strengthen student success

Professional Learning Communities in action

When people think about school, they often picture students learning together. But behind the scenes, our educators are learning together, too. In Lake Stevens School District, our schools operate as Professional Learning Communities (PLCs)—a structured, ongoing process where educators collaborate to improve student learning. This isn’t a new initiative or a passing trend. It’s focused, intentional work rooted in a shared belief: every student can grow, and it’s our responsibility to ensure that happens.

What Is a Professional Learning Community?

At its core, a PLC is a commitment by educators to regularly:

  • Work together
  • Study student learning
  • Share strategies
  • Try new approaches
  • Reflect on results

Rather than working in isolation, educators meet in recurring cycles to ask important questions:

  • What do we expect students to learn?
  • How will we know if they’ve learned it?
  • What will we do if they need more support?
  • How will we extend learning for students who are ready for more?

How it works in our schools

In Lake Stevens, each school is a PLC. Within each school, smaller collaborative teams—called Professional Learning Teams (PLTs)—focus on specific groups of students.

For example:

  • A third-grade team might work together to strengthen reading comprehension.
  • A middle school math team may analyze assessment data to adjust instruction.
  • A high school science department might align lab experiences to ensure consistency across courses.
  • These teams meet regularly to review student work, identify patterns, and refine instruction. The focus is always the same: improving outcomes for students.

Embedded in Schools Improvement Plans

The work of our PLCs is not separate from school planning—it is embedded directly into each school’s School Improvement Plan (SIP). The goals teams establish and the data they review are aligned with measurable priorities identified at the building level.

This creates a clear line of sight from classroom collaboration to schoolwide goals.

In January, principals provided mid-year updates to our Board of Directors, sharing progress, strategies, and areas of focus connected to their SIP. They will return at the end of the school year to report on growth and next steps. This cycle ensures accountability, transparency, and continuous improvement across the district.

Collaborative conversations during a professional learning team meeting

The Mt. Pilchuck Elementary first-grade team meets with Associate Principal Bethany Anderson to review student work and update learning data during a Professional Learning Team meeting. Collaborative conversations like these help teachers monitor progress and plan next steps to support every student.

Grounded in our Foundation for Excellence

This work also directly supports our Foundation for Excellence (strategic plan), particularly our commitment to Excellence in Teaching and Learning, strengthening Multi-Tiered Systems of Support, and Fostering Continuous Growth for each student and staff member.

PLCs help ensure that:

  • Students who need additional support receive it quickly.
  • Instruction remains consistent and aligned.
  • Teaching strategies evolve based on evidence and results.

What makes a PLC effective?

Strong PLCs share six key characteristics:

  • A shared mission, vision, values, and goals
  • A collaborative culture
  • Collective inquiry (asking and answering the right questions)
  • An action-oriented mindset
  • A commitment to continuous improvement
  • A focus on measurable results

At the start of this school year, teams across the district created shared missions, collective commitments, and common goals to guide their work. That foundation allows them to focus on what matters most—student learning.

“I’m incredibly proud of our staff,” said Superintendent Dr. Mary Templeton. “Across the district, educators are working in PLCs to analyze student learning, share strategies, and continuously refine instruction. PLCs help us make sure every student is seen, supported, and challenged—whether they’re mastering foundational skills or stretching into advanced coursework.”

Why it matters

PLCs ensure that improvement is not left to chance. Instead of hoping students succeed, we intentionally design systems that support their success.

  • When educators learn together, students benefit.
  • When teams share responsibility, no student slips through the cracks.
  • When schools stay focused on results, growth becomes the norm, not the exception.

PLCs are one more way we live out our belief that in Lake Stevens, we are Better Together—and that continuous learning applies to all of us.