Effective PLCs in Remote Schools

Evelyn Carter

Welcome back to Leading for Impact in Anangu Lands Schools. I’m Evelyn Carter, and as always, I’m joined by the ever-thoughtful Liam Warragul. How are you going today, Liam?

Liam Warragul

Hey Evelyn, I’m good, thanks. Always keen for a yarn about what’s working out bush. And, you know, after last episode’s deep dive into co-leadership and community engagement, I reckon today’s topic is a natural next step.

Evelyn Carter

Absolutely. If you missed it, last time we unpacked how shared leadership and genuine community involvement are the backbone of school improvement in Anangu Lands. Today, we’re zooming in on Professional Learning Communities—PLCs—and how they can drive real, lasting change, especially in our unique, bilingual, and remote school settings.

Liam Warragul

Yeah, and when we talk about PLCs, we’re not just talking about a meeting or a tick-box exercise. We’re talking about a way of working together that’s all about continuous improvement, collaboration, and, at the end of the day, better outcomes for our kids. That’s right in line with Principal Standards 4 and 5—leading effective professional learning and developing self and others.

Evelyn Carter

So, the big question we’re exploring today is: How can PLCs really drive improvement and student success in these remote, bilingual environments? Let’s get into it.

Evelyn Carter

Let’s start with the big picture. The Learn and Thrive Plan on a Page puts it front and centre: “Collaborative professional learning is the engine room for site improvement and strong student outcomes.” That idea of collective efficacy—believing together that we can make a difference—is so powerful, especially when you’re working in a small, tight-knit team out bush.

Liam Warragul

Yeah, and the P.Y.E.C. Strategic Plan backs that up. It talks about building a culture of trust, belonging, and high expectations within our schools. I love that, because it’s not just about the technical stuff—like data or curriculum—but about how people feel when they come together. If you don’t have trust, you don’t have a real PLC, do you?

Evelyn Carter

No, you really don’t. And I think that’s something we’ve seen time and again. When teams feel safe to share, to challenge each other, and to celebrate wins, that’s when the magic happens. I remember in a previous episode, we talked about how visible instructional leadership and peer observations can really lift practice. That’s all part of the Professional Learning Community approach.

Liam Warragul

Yeah, and look, I’ve seen it firsthand. There was a site I worked with—won’t name names, but it was a great remote school. The staff were all working incredibly hard, and at first, it was hard to get everyone on the same page. People felt isolated, and collaboration was, well, pretty patchy.

Evelyn Carter

That’s a common story, isn’t it? School staff are incredibly busy and working so hard!

Liam Warragul

Exactly. But what turned it around was a real focus on regular, purposeful connection. They started with small wins—just sharing a story or a resource in a group chat app, then building up to more structured virtual meetings. Over time, you could see the trust grow. People started to open up, share what was working, and even ask for help. That’s when you know you’ve got a real PLC happening, not just a meeting for the sake of it.

Evelyn Carter

And that’s so aligned with what the Department for Education’s strategy says about fostering a culture of high expectations and belonging. It’s not just about the formal stuff—it’s about those little moments of connection that build the bigger picture.

Liam Warragul

Yeah, and I think, too, it’s about making sure everyone’s voice is heard. In Anangu Lands, that means making space for Anangu educators, for language and culture, and for different ways of knowing. If you’re not doing that, you’re missing the point, aren’t you?

Evelyn Carter

Absolutely. And, you know, as we discussed in earlier episodes, especially when we talked about co-leadership and language preservation, it’s those diverse voices that make the Professional Learning Community strong. When you bring together different perspectives—Anangu and non-Anangu, experienced and new staff—you get richer conversations and better solutions for students.

Liam Warragul

And that’s what leads to real site improvement. When everyone’s invested, when there’s a sense of shared purpose, you start to see shifts in practice and, ultimately, in student learning outcomes. It’s not always quick, but it’s real.

Evelyn Carter

So, let’s get practical for a minute. One strategy that’s worked really well in remote contexts is using regular virtual meetings and shared inquiry cycles. It sounds simple, but having a set time—maybe every fortnight—where educators come together online, share what they’re working on, and dig into a shared problem of practice, it really builds connection and keeps the momentum going.

Liam Warragul

Yeah, and tying that back to the Principal Standards, it’s about leading effective professional development that actually impacts teaching and learning. It’s not just a one-off workshop, it’s ongoing, it’s embedded, and it’s responsive to what’s happening in the classroom—or, you know, the outdoor learning space, or wherever learning’s happening.

Evelyn Carter

Exactly. And here’s a reflective question for leaders out there: How might you leverage your Professional Learning Community to make sure every educator—Anangu and non-Anangu—feels supported, heard, and challenged in your unique setting? And as a site, how do we support teachers and Anangu educators to work together, not just side by side, but truly together?

Liam Warragul

That’s a big one. And I reckon it’s worth sitting with that question, maybe even bringing it to your next PLC meeting and seeing what comes up.

Liam Warragul

Let’s talk about building trust and a shared vision, because that’s the heart of any effective PLC, especially in remote settings. It starts with making sure the vision of the PLC respects and incorporates Anangu cultural values and perspectives. That’s not just a nice-to-have—it’s essential for real engagement and improvement.

Evelyn Carter

And practically, that means things like consistent communication—don’t just wait for the big meetings, but check in regularly, even if it’s just a quick message. Cultural competency training can help, too, so everyone understands where each other’s coming from. And don’t underestimate the power of sharing success stories, even the small ones. It builds momentum and reminds everyone why we’re doing this work.

Liam Warragul

Yeah, and with teams spread out, using the right tools makes a difference. Dedicated online spaces—like Teams or even a simple group chat—can help people stay connected. And I’ve seen sites schedule virtual social check-ins, just to have a yarn and keep relationships strong. It’s those little things that strengthen the collective efficacy of the PLC.

Evelyn Carter

At the end of the day, it’s about building a community of learners—one that’s grounded in trust, shared purpose, and respect for culture. That’s what leads to real, sustainable improvement for our students.

Liam Warragul

Couldn’t have said it better myself, Evelyn. Well, that’s all we’ve got time for today. Thanks for joining us as we unpacked what makes PLCs tick in remote Anangu Lands schools.

Evelyn Carter

Thanks, Liam, and thanks to everyone listening. We hope you’ll take some of these ideas back to your own teams. We’ll be back soon with more stories and strategies for leading with impact. Take care, everyone.

Liam Warragul

See you next time, Evelyn. See you, everyone.