This month we will seek to
provide a clear, practitioner-ready link between Purkey,
Novak, & Fretz’s (2020) advocacy for an intentional caring, optimistic,
respectful, and trusting (I-CORT) mindset, Chapman’s (2015) Five Love
Languages, and DuFour’s (2004) Three
Big Ideas of a PLC. Ideally, this alignment
of research will encourage educational leaders to lead with love in ways that
strengthen collaboration, trust, and collective responsibility.
Proponents of Invitational
Education theory and practice believe leaders who adopt an intentionally
caring, optimistic, respectful, and trusting (I-CORT) mindset (Purkey, Novak,
& Fretz, 2020; Anderson,
2021) commit to creating schools whereby every person in the system feels
valued and capable. For this treatise we respectfully reframe Chapman’s Five
Love Languages (2015) as professional languages of appreciation. We will offer practical tools for enacting theory
to practice. Our premise is that when educational leaders consistently speak
the languages of appreciation that their staff respond to, these leaders create
the relational conditions necessary for the Three
Big Ideas of a PLC (DuFour, 2004) to flourish. As a review, the three are:
· A collaborative culture
· A results orientation that uses evidence to improve practice
When educational leaders intentionally embody care, optimism, respect, and trust, the five languages of appreciation (love) become practical tools for strengthening effective relationships. This builds the culture necessary for successful PLCs. Let’s breakdown how each of the five languages of appreciation can directly support the Three Big Ideas for an effective professional learning community (PLC).
1. From the perspective of a professional
learning community (DuFour, 2004), “Words of
Affirmation” (Chapman, 2015) provide an opportunity to strengthen the PLC’s
focus upon learning. Educators thrive when their expertise and effort are
acknowledged. Invitational leaders who use sincere words of affirmation such specific,
descriptive, professional feedback actually reinforce shared beliefs about the
impact teachers have on student learning. Words of affirmation that strengthen
the PLC’s focus on learning exhibits how the leader can intentionally lead with
love. This can be exemplified when the
leader:
· Publicly affirms teams that align instruction to essential standards.
· Celebrating teachers who modify instruction based on student evidence.
· Offering appreciative feedback that names professional strengths rather than just effort.
o “Your small-group questioning increased student talk, which beautifully supports our learning goal beautifully.”
The intentionally inviting leader’s words of affirmation impact the PLC Big Idea #1(DuFour, 2004). Their conveyance reinforces a collective belief that all students can learn and that educators’ coordinated actions matter. Words of affirmation creates a psychological safety zone that encourages teachers to examine instructional results without fear.
2. Acts of service
(Chapman, 2015) should communicate, “I am here to support you” and “We are in
this together.” When leaders remove obstacles, provide resources, and work
alongside teachers, they demonstrate the interdependence that is at the heart
of an effective PLC. Leading with love can be exhibited by servant leaders who
model a collaborative culture. Acts of service is modeled by the servant leader
who:
· Covers a class so a PLC team can analyze student work without any interruptions.
· Co-plans or co-facilitates an intervention block with a team.
· Provides organizational help such as templates, data summaries, or materials that ease teachers' workload during busier PLC cycles.
Whenever leaders serve their staff, the subsequent impact upon the PLC Big Ideas is normalizing reciprocity, shared vulnerability, and teamwork. This normalization is a foundation for effective collaboration. These actions build trust, which is essential for teachers to share data honestly and to willingly innovate.
3. Quality
time (Chapman, 2015) is about presence, listening, and meaningful dialogue. These are core elements of relational
leadership and necessary for high-functioning PLCs. Leading with love can be exhibited
by leaders embracing quality time through intentional opportunities for collaboration
and reflection. Quality time is
exhibited when educational leaders:
· Attend PLC meetings to listen, support, and ask catalytic questions, rather than evaluating.
· Schedule regular check-ins with teams to understand their needs.
· Protect instructional planning time so teams can do authentic collaborative inquiry.
The subsequent impact upon the PLC Big Ideas is optimized when leaders strengthen collaboration (Big Idea #2) through signaling that collaborative work is a priority. By giving teams protected time to interpret evidence, reflect on student progress, and plan interventions, leaders promote being results oriented, which supports Big Idea #3.
4. Gifts can be symbolic, supportive, and professional withy the desire to reinforce a culture of learning and celebration. Let’s agree that in professional settings, “receiving gifts” (Chapman, 2015) should be perceived as resources, tools, or opportunities. When leaders give in ways that align with staff needs, they reinforce shared commitments. Therefore, leading with love would be exemplified by providing instructional resources, data tools, or personalized professional learning aligned to team goals. This may be evidenced when leaders:
· Invest in teachers’ growth by funding conferences, books, or time for peer observations.
The subsequent impact upon the PLC Big Ideas, of these celebrations recognize progress toward goals (Big Idea #3) and support of the conditions for high-quality learning for staff and students (Big Idea #1).
5. Because physical
touch must be bounded and professional in schools, let’s reframe this area as
“positive physical presence.” This might mean exhibiting warmth as conveyed
through attentiveness, nonverbal respect, and visible support. Leading with love can be exhibited through
positive physical presence might be:
· Greeting colleagues warmly each morning.
· Being physically present in hallways, classrooms, and PLC meetings.
· Maintaining open, welcoming body language that communicates safety and belonging.
The subsequent impact upon the PLC Big Ideas, as based on positive physical presence, should build psychological safety. That is a basic need (Maslow, 1943) essential for collaborative inquiry, risk-taking, and collective responsibility. Table 1 below brings it all together.
Table 1: A Framework for Leading with
Love in a Professional Learning Community
Chapman’s Love Languages Leadership Expression Connection to DuFour’s 3 Big Ideas Words of
Affirmation Specific
professional praise that reinforces progress Builds shared
belief in learning for all (Big Idea 1) Acts of Service Removing barriers;
supporting teams structurally Models
interdependence and collaboration (Big Idea 2) Quality Time Presence,
listening, protected collaboration time Strengthens
collaboration & data-driven reflection (Big Ideas 2 & 3) Gifts Resources, tools,
opportunities that support learning goals Reinforces results
orientation & learning focus (Big Ideas 1 & 3) Positive Physical
Presence Warmth,
visibility, supportive nonverbal communication Building trust and
safety is essential for all PLC work
By learning how each staff
member feels valued and then consistently communicating in those ways, the intentionally
inviting leader cultivates the relational infrastructure that makes DuFour’s
PLC model thrive. An I-CORT mindset becomes more normalized, thereby inviting
all stakeholders to optimize their human potential. Leaders who consistently lead with love humanize
the work so that shared learning, collective responsibility, and continuous
improvement become not just organizational structures, but lived experiences.
To cite:
Anderson, C.J. (November 30, 2025). Leading
with love and appreciation in a professional learning community. [Web log post]
Retrieved from http://www.ucan-cja.blogspot.com/
References:
Anderson, C. J. (2021). Developing your students' emotional
intelligence and philosophical perspective begins with I-CORT. Journal of Invitational Theory and Practice, 27, 36-50.
Anderson, C.J. (January 31, 2024) In an inclusive
classroom, your ICORT mindset invites optimal student engagement and success.
[Web log post] Retrieved from http://www.ucan-cja.blogspot.com/
Blankenship, S. S., & Ruona, W. E. A. (2007). Professional
learning communities and communities of practice: A comparison of models,
literature review (ERIC Document No. ED504776). ERIC. https://files.eric.ed.gov/fulltext/ED504776.pdf
Chapman, G. D. (2015). The five love languages: The secret
to love that lasts. Northfield Publishing..
DuFour, R. (2004). What is a “professional learning
community”? Educational Leadership, 61(8), 6–11.
Dufour, R. & Eaker, R. (1998). Professional learning
communities at work: Best practices for enhancing student achievement.
Alexandria, VA: Association for Supervision and Curriculum Development.
Maslow, A. H. (1943). A theory of human motivation.
Psychological Review, 50(4), 370–396. https://doi.org/10.1037/h0054346
Purkey, W. W., & Novak, J. M. (2015). Fundamentals
of invitational education. (2nd Ed) International Alliance for Invitational
Education. Retrieved from: Fundamental of Invitational Education | IAIE
Purkey, W. W., Novak, J. M., & Fretz, J. (2020). Developing
Inviting Schools: A Beneficial Framework for Teaching and Leading.
Humanics
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