Professional Learning Communities (PLCs) are well-researched in current literature and their value is undisputed. PLCs can address the standards and accountability concerns found in the No Child Left Behind Act. Educators seek autonomy in their daily work but it has often undermined collaboration and created a competitive environment. In contrast, educators who are part of a PLC can affirm autonomy, collaboration, and mutual accountability (Muirhead, 2009).
Additionally, PLCs offer a format that provides educators with the opportunity to share with others the most important skills and knowledge that students require to be successful. Educators within a PLC can focus on collective knowledge that occurs within a cohesive group with an ethic of interpersonal caring.