This article first explores the characteristics of professional learning communities (PLCs) identified in the research literature. Second, it examines the staff and student outcomes derived from the implementation and integration of a PLC in a K–12 school or a university. Third, it provides suggestions for school leaders about creating and operating a PLC and its highly democratic and participatory way of working and about supporting and guiding the staff to become a PLC. Noted are structural features that support collegial interaction. These opportunities for open discussion and debate inevitably lead to conflict, which must be managed and used constructively. Thus, the article includes counsel about developing trusting relationships, positive regard, and other human capacities.
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