If you've ever tried a home workout video, you no doubt appreciate the power of groups. When exercising to a video by ourselves, many of us find it easy to slack off or get distracted. In contrast, when we attend an exercise class, we push ourselves more, maybe because of peer pressure or the leader's encouragement. ("Sweat is your fat crying!")

The same power of groups is one foundation of professional learning communities (PLCs). But do PLCs actually lead to better student performance? Research shows that under the right conditions, they can (Vescio, Ross, & Adams, 2008). Not all collaborative teams succeed, however. Some fail to coalesce in a way that holds members accountable for commitment and effort; conversely, some become so tight-knit that they fail to look beyond themselves for answers. It's well documented that both of these shortcomings—tolerating free riders and becoming too myopic—can cause PLCs to fall flat.

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