Professional Learning Communities as a Model for Effective English Language Arts Curriculum Implementation

Successful implementation of the current English Language Arts (ELA) curriculum invites a new approach to teacher professional learning (PL). A focus on establishing and renewing relationships must play a role in developing the collaboration necessary for curriculum implementation. This article presents a research-based argument that effective and sustainable teacher professional development, structured to build teachers' capacity and improve student learning outcomes, would support the implementation of the Manitoba ELA curriculum.