This capstone paper is set within the context of my role as a teacher and educational leader in
Fort McMurray, Alberta and a student in the Master of Education program at Thompson Rivers
University. Within my career, I have been lucky to be surrounded by colleagues who value
collaboration and engage in ongoing learning to meet the evolving needs of their students.
Through my experience and learning, I now understand the role professional learning
communities play in improving educational practices and outcomes through enhanced
communication and collaboration among teachers. As a result, I claim that well-structured
professional learning communities lead to quality teaching and optimal learning for students.
This is due to the focus on learning, collaborative culture, and a results orientation that
professional learning communities are based (DuFour & Eaker, 1998; Hord, 1997), resulting in
increased collective efficacy and student achievement. Evidence will be presented through a
review of the literature and an analysis of a real-world example of professional learning
communities within the Fort McMurray Public School Division. The resulting implication is that
professional learning communities positively impact teaching and learning and schools should
take the steps necessary to incorporate them into their practice.
