In a culture of comprehensive school reform, which focuses primarily on improving student achievement, teachers must critically analyze educational research and student data to make professional judgments regarding student achievement. Establishing professional learning communities is one form of professional development (PD) that is proven to engage participants’ intellect, involve them in action and reflection, and result in continuous improvement in teaching and student learning. This study explores teachers’, administrators’, and support service providers’ involvement in district supported literature circles intended to create professional learning communities. All participants agreed that the experience was beneficial and helped to foster a sense of community, reassert their professional identity, and provide new perspectives to consider when interacting with students. This research contributes to our understanding of PD as a means to school improvement and provides evidence for effective PD that prepares educational leaders and promotes improved student outcomes.
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