Our teachers are our greatest asset. They are the heart of Team Timothy — and are fully aligned with our mission, vision, and values. Their impact on student learning is immeasurable, and their professional growth is directly tied to student success. That’s why we invest intentionally in them through weekly Professional Learning Communities (PLCs).

While the school day officially begins at 9:15am on late start Wednesdays, our dedicated teachers and administrators arrive by 7:30am to gather for PLCs—intentional time set aside for collaboration, reflection, and innovation. These are not just meetings. They are the engine that drives Timothy’s commitment to excellence-driven academics.

“PLCs are where the real growth happens,” said Kris Wise, the Director of Teaching & Learning, PS–6th Grade. “It’s time set aside for deep conversation, shared problem-solving, and strategic goal setting. Our teachers aren’t isolated—they’re part of a team that’s constantly learning together.”

This consistent, weekly rhythm of collaboration sets Timothy apart. While many schools only meet quarterly, Timothy’s structure ensures teachers can reflect and make real-time adjustments that immediately impact students. The result is stronger core instruction—the high-quality teaching that benefits every student in every classroom.

And it’s working.

During one PLC session, a 6th grade teacher raised a concern: her students were struggling to retain information during an upcoming lesson with a lot of details. The team brainstormed and suggested chunking the lesson into smaller, dynamic segments. The teacher returned the next week with a revised plan in which students worked in small groups with a movement break between each. The outcome? Students were more engaged, retained more, and even looked forward to the next class.

In another example, a teacher used PLC time to reimagine a review day. Instead of a traditional worksheet, the team designed a gallery walk. Students created posters in small groups and rotated around the room, interacting with each other’s work and leaving sticky-note feedback. The activity was not only more engaging, but also deepened understanding through peer explanation and active learning.

These innovations are rooted in high-impact teaching strategies, many drawn from The New Art and Science of Teaching by Robert Marzano. Strategies like chunking, increasing student collaboration, and incorporating movement align with broader PLC goals to boost student engagement and achievement.

Recent PLC topics have included:

• Implementing SMART goals for student growth
• Enhancing student engagement through technology
• Aligning local curriculum with national standards
• Communicating clearly about content and skills-based grading

But PLCs go far beyond lesson plans—they foster a culture of collaboration that’s woven into the fabric of Timothy’s community. Each session reflects the school’s core values and directly supports student achievement.

“PLCs are where the real growth happens. Our teachers aren’t isolated—they’re part of a team that’s constantly learning together.”

Strategic Lesson Planning (Excellence-Driven, Individually-Customized)

Teachers use PLC time to design instruction that is interactive and student-centered, with formats like small-group work, peer interaction, and active discussion that keep students focused and participatory.

Collaborative Innovation (Growth-Oriented, Leadership-Minded)

Faculty share and adapt strategies across subjects—from Spanish to science to business education—bringing fresh ideas into every classroom and equipping teachers to lead with creativity and confidence.

Integrating a Biblical Worldview (Christ-Centered, Biblically-Rooted)

Because many curriculum resources come from secular publishers, PLCs give teachers intentional time to integrate a Biblical worldview, ensuring every lesson reflects Timothy’s Christ-centered mission.

Support for Singleton Roles (Collaboratively-Supported, Relationship-Focused)

Specialist teachers, such as those in music or art, find encouragement and insight through PLCs—creating a space for idea-sharing, connection, and professional growth that they might not otherwise experience.

Built-in Problem Solving (Opportunity-Based, Individually-Customized)

PLC time includes structured opportunities for classroom teachers to meet with Educational Support Services (ESS). The collaboration isn’t just grade-level. PLCs often include ESS staff, administrators, and specials teachers. “When we do PLCs, ESS is available too, and they have a great lens,” explained Laura Groenewold. “We want to hear how things work from their perspective because they’re in the classrooms, too.”

These connections have led to better understanding of sensory needs in the classroom, improved co-teaching strategies, and stronger curriculum implementation. “It’s not just about unit planning—it’s about having continuous conversations to make sure we’re always revisiting and refining our practices,” Kris Wise said. 

The consistent rhythm of PLCs is building something invaluable: not just academic success, but a community of growth-minded educators united in Timothy’s mission.

“When classroom instruction is strong—when what we do for all students is exceptional—you see fewer kids needing intervention,” Kris Wise said. “That’s the power of weekly collaboration.”