The study found that the school was not accurately fulfilling teachers’
professional needs with meaningful and consistent feedback. Therefore, one major
recommendation from this case study is the implementation of PLCs because they offer a
personalized structure for teachers. PLCs increase individual and group capacity of
teachers to improve student learning. The key components of a professional learning
community are: shared vision and values, collective responsibility, reflective professional
inquiry, collaboration, group and individual learning is promoted (DuFour, 2004; Stoll,
Bolam, et. al., 2006). There is a priority for schools to facilitate some type of professional
development structure that is owned by teachers’ needs and interests but driven by the
school’s clear vision. In order for a PLC to be effective, administration should be
supportive by providing teachers release time from traditional faculty meetings to meet in
a PLC. The PLC must be structured based on meeting times, topics and teacher needs.
Further, the structure must keep teachers accountable with specific tasks that will
enhance their instructional practice as well as promote collaboration. Lastly, either one
administrator or an administrative team must supervise the PLC to ensure compliance,
feedback and guidance. More specifically, a school that has aspirations for 21 st century
cutting edge learning, must allow teachers to collaborate with each other in order to gain
more perspectives on technology teaching tools, authentic teaching styles and
instructional strategies that infuse 21 st century skills such as critical thinking