Professional learning communities (PLCs) promote safe and supportive environments where teachers are empowered to take on leadership roles focused on student data and achievement. These are most effective when instructional leaders and teachers work together to develop a sense of trust and ensure collaborative decision-making can occur, leading to continuous improvement.

To encourage equitable school practices, communities focus on leadership, mentorship, and teacher growth around differentiated instruction. Differentiated instruction uses curriculum recognizing individual experiences that respect students’ needs while continuing to meet high academic standards (Cramer et al., 2018).