Shortly after our session began, Dr. Hooper asked us to give a short "elevator speech" designed to provide others with a glimpse into nature and on the work of PLC groups we are leaders in our schools and departments. As we each shared our thoughts, a recurring theme emerged: time. Most students said it was difficult to find time to meet with their PLC. Some said their PLCs were frequently erased. Others said they wanted to ensure that the PLCs they were leading made the most of teachers' time. Some shared their tips for creative planning. As we progressed through the day, we learned that a strong learning organization has effective instructional leaders who develop school schedules and teachers who maximize instructional time and provide educators with job-embedded collaborative professional learning opportunities. Even as administrators face competing initiatives, priorities, and daily demands related to teaching and leading schools, leaders should prioritize professional learning communities. The literature review conducted by Vescio (2006) indicates when teachers participate in learning communities: (1) student achievement scores improve over time as a result of attention to student learning; (2) Teaching practice has a positive impact; and (3) Teaching and school culture improve because teachers become more collaborative and empowered. Learning communities can include multiple levels of learning ranging from a classroom community of students, to teachers, parents, multiple schools, and district-level departments. Dr. Hooper shared an effective practice from a school administrator who formed a learning community with his cafeteria employees. Essential Questions: What are the dimensions that… middle of paper… environment for our PLC that inspires and motivates teachers. To do this, I am reminded of Dr. Bullard's statements during our August seminar, when he emphasized that we are all responsible for what we bring to the group and what we give to the culture. Therefore, I must ensure that I show myself as energetic, enthusiastic and motivated teachers through meaningful PLC work. I will also carefully review the work on indicators and implications for professional learning community (PLC) stakeholders that we have initiated in our group. By being intentional about what an effective PLC looks like in action from the student, teacher, and administrator perspective, I will be more intentional about how I lead the group. My goal is to move us away from random refinements and improvements and toward the synergistic side of the organizational learning continuum.