The teacher participants in a professional learning community (PLC) are those who are the most qualified to assess the effectiveness of this process of practice and its correlation to improvement in teaching and learning.  This article presents a concise review of research directed to the practical impact of PLCs on classroom practice.  The studies, examined faithfully, endeavor to establish a connection between a well-developed PLC and improved practice.  However, it should be noted here that a “well-developed” PLC is the necessary component to its effectiveness and to its observable impact on learning.  A detailed definition of a well-developed PLC that moves empirically beyond the one the article provides will follow in a subsequent review.  This article is an informative and recommend guide for all classroom teachers interested in improving their practice.

We have recommended this article for our readers because it defines a professional learning community in practical terms. Additionally,  it clearly emphasizes the importance and professional necessity of collaboration about selective teaching topics.  In the article, it also addresses the advantages of responsive questions of practice, referred to as "Pause and Ponder". Please share with us your thought on this article's effectiveness to your practice. 

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We have recommended this article for it's concise summary of cogent literature pertaining to professional learning communities. We encourage teachers to supplement their practice continuously with the review of literature, which has been peer reviewed, pertaining to their practice.

This text, one of many to be included for our readers' review, provides samples that coordinate with our classroom approach to the teaching of non-fiction/fiction.