Not Ready
Staff plays important roles in PLC. When they are ready with the PLC expectation, surely the PLC will run smoothly. The readiness includes the competencies and skills of the teachers plus the understanding of PLC format itself or the process that they have to go through in order to complete what is required from PLC. The problem happens when staff are not ready. Therefore, it's suggested to do readiness survey before we do the PLC. This will not decide whether we should do PLC or not, but rather on how the administrator prepare the PLC format which should with the staff readiness based on the survey result.
Poor time management
Time is always an issue isn't it...and it's a cliche issue! Everyone gets 24 hours a day, it's just a matter of how we manage it. The problem about time in PLC is the timing or period of PLC process. Argument about how much time needed to do one PLC process always come up. Some teacher said it's too short, they need more time. But this might happen because they tend to procrastinate tasks that needs to be done and didn't set target. On the contrary, there is suggestion to make the PLC period shorter to avoid several issues that I mentioned above. This will help groups to focus, keep their PLC on track and to finish it within targeted time.
Inquiry is low
Related with staff readiness issue stated above, level of understanding of inquiry can be a major impact in PLC practice. When staff is ready, they will have high level of understanding of inquiry process, not only theory but also practice. Then the PLC process should be done following proper inquiry process. But when level of understanding is low, this might cause disaster to the PLC. The study will be not focused, all over the place and finally this PLC group tends to only focus on how to present well and look good at the end. This way,
there is no true learning happens during the PLC. Furthermore, inquiry is more than only research. Even when teachers can do good research doesn't means they demonstrate good inquiry.
Don't know what to ask
Again related with previous the issues above about inquiry and staff readiness, this time the concern is about how to formulate good PLC questions? Based on the observation I did, some question are not good enough. When the question is not focused and not open enough to be explored then this will drive the PLC into failure. The question is the key of success to do inquiry in PLC. PD about good guiding question is beneficial to do when most PLC groups do not know how to make good question for their own PLC.
Different head, different idea
The most common problem in working environment is when we need to work with others. In the nature of collaboration, the times can get rough and tough when there are different opinions and ideas clashing then lead to disagreement. Another problem merge when one person have slightly different question or PLC focus but somehow have to redo his own inquiry to suit the group agreement. This is one of the weaknesses when the PLC group are created based on their general interest. So how to make group which have the same specific focus and be able to collaborate?
Misunderstanding the PLC
Different understanding of PLC definition might cause to misleading of the real purpose and aim of this program. PLC is not only a place for teachers to learn collaboratively. The main aim of the program is to improve teaching learning that happen at school. It's expected that there is significant actions taken in the classroom after a group of teachers do the PLC. Different PLC format that is applied within school also contributing to the success of the PLC itself. Clear communication of the system, guideline and policy need to be in place in order to succeed with the PLC.
Despite all the facts above, PLC is definitely still a positive thing. It's one step forward in the professional development of the school. When we consider these downside of the PLC practices, then we could set a better plan for the next PLC.
Good luck with your own PLC!