A staff's ability to positively influence student learning potential depends on the attitudes of individual staff members toward change, a positive school culture, access to appropriate professional development, and most importantly, administration that is able to provide time in flexible and creative ways. Professional Learning Communities (PLC) and Response to Intervention (RTI) can provide strong learner supports, if used effectively within a school. An educator's main goal is to ensure that all students learn required curriculum outcomes. However, no educator can provide all necessary supports for all learners. Using Professional Learning Communities (PLC) and Response to Intervention (RTI), staff work collaboratively to provide core instruction, scaffold at-risk learners, and build a community culture of learning. Collaboration requires a positive culture, collective purpose, open-minded staff, time, and appropriate professional development (PD) with administrative supports. Only through collaboration can staff guide all learners on their journey to reach their educational potential.