The model works well at the school level (for small schools) or with grade level or subject area groupings (in larger schools), and has demonstrated effectiveness in improving teacher pedagogy as well as learning outcomes in contexts where resource constraints make it difficult to implement more conventional (training-oriented) teacher professional development models. The PLC model would be appropriate for the sharing of ideas and practices around introducing ESD in the classroom, as well as the implementation of coherent school-wide approaches. As PLCs can be implemented at the school level, the model is potentially viable in the context of isolated island communities. However, with this culture of regular meetings in place already, a shift towards a more pedagogically-oriented PLC meeting could be introduced effectively. Similarly, in contexts where professional development is already being offered using a cluster approach, PLCs could be implemented using existing cluster structures. With support from central or district level offices, in terms of resource materials on ESD, this could be an effective means of proliferating ESD principles throughout the system.