ABSTRACT
This chapter aims to help districts, schools, and teams avoid common mistakes and unneeded stress in the Professional Learning Community (PLC) process. Any framework that promotes targeted and specific interventions, including PLCs and Response to Instruction, focuses first on strengthening the core instruction instead of being forced to provide remediation to everyone. The process of collaboration can symbolize different actions for different people and is often times confused with congeniality or a misrepresented form of collegiality. Addressing misconceptions of what true collaboration is and what it looks like is critical to the success of the PLC process. As teams become more collaborative in nature, school leaders will see a shared responsibility for the success of all students, and mutual accountability and responsibility among faculty and administrative staff. A high-functioning team should be identified through its contributions to student learning and growth and their adherence to the given objectives and framework.
