The professional learning community (PLC) term is used in a variety of ways throughout the world. In the United States, it is defined by Hipp and Huffman as Professional educators working collectively and purposefully to create and sustain a culture of learning for all students and adults. The PLC framework began to emerge in the mid-2000s with initial interest of principals and central office staff. Data were collected through both individual interviews, focus groups, observations, and document analysis. Individuals were selected through purposeful samplings and interviews were conducted with principals, teacher leaders, and central office staff. As teachers began engaging and participating in professional learning communities in schools, they soon reported an unexpected outcome. Schmoker explains that isolation is the enemy of improvement. In a PLC culture, teachers are no longer isolated. For dynamic culture to be established, district leaders involve teachers and campus leaders in developing and leading the PLC efforts.