Collaborative inquiry is essential to effective Professional Learning Communities (PLCs). However, limited research explores how to scaffold these practices in urban, low-performing elementary schools. This single case study examined how third-grade teachers in an urban, low-performing school experienced the implementation and impact of research-based scaffolding tools such as the Roles, Responsibilities, and Norms Protocol, the Deep Discussion Protocol, and the Common Assessment Protocol during PLC meetings. Data collection methods included interviews, observations, documents, and check-in meetings. Findings revealed that specific scaffolding tools promoted shared responsibility, enhanced instructional planning, and helped teachers address students’ learning needs. The study emphasized the importance of flexibility in implementation, with adaptations tailored to team culture, timing, and the facilitator's judgment. Limitations included the single-case design and focus on one grade level, which may limit generalizability. Implications suggest that tailored scaffolding tools can build professional capacity, confidence, and collaborative culture, contributing to the effectiveness of PLC meetings. A practical framework is provided for educators and leaders seeking to launch or refine collaborative inquiry in PLCs. Recommendations include researching the sustainability of these tools, their impact on student outcomes, and their application in varied school contexts and roles.
