The main factors like the set of teachers and students, on how they meet, the physical factors like size of the school, time used in meetings and important discussions, and also empowerment of the teacher community and student’s ability. The willingness of the team to accept the feedback, quality of surroundings, respect and trust about the colleague, interactive sessions are all included in these conditions.
McLaughlin and Talbert (1993) confirmed that the Rosenholtz’s findings and suggestions helped in understanding that the inquiries, assessments, re-evaluation, understanding the students showed great changed. The interest in learning using PLC helped in sharing knowledge and increased good team efforts.
Darling-Hammond (1996) also shared that the factor in the curriculum reforms and the changes made in teaching aspects were good. This also helps in giving structured time for the teachers to get together, work together for the instructions planning, observation patterns changed and the feedback. These are very special with respect to the students. PLC improved a lot of standards and raised the bar.
The scholar articles by Richard Dufour and Eaker that are based on PLC also encourage the system and communities. This book comes up with the best practices that can follow within the team for enhancing the strong aspects of a good student. The second book of Richard Dufour “revisiting the professional learning communities at work” explains the best practices in the works. Richar Dufour also explains how PLC helps in understanding how the students want to learn, what they learn from it, how this changes the mission of the school, How well a normal student learns and how the difficulties endured in learning can be tackled.