An essential feature of these communities of practice is Professional Learning Teams. The aim of the Professional Learning team is to provide classroom based professional learning and dialogue. The learning team concept allows faculty to tap the rich expertise of colleagues and target specific learning needs and priorities. We know that the conversations teachers have with one another around their practice can lead to creative and inventive transformations in the classroom [Clark 2001] and provide meaningful support for the implementation of new learning.
Professional Learning Teams meet on an ongoing-regular basis, analyze student learning data and set goals which include expected results on student learning. Relevant reading in this area includes: Learning by Doing: A Handbook for Professional Learning Communities at Work [Dufour, Eaker and Many, 2006] and Dufour and Eaker  Professional Learning Communities at Work: Best Practices for Enhancing Student Achievement