scholarly journals Professional Learning Communities: A Growing Need for Excellence in Schools and Varsities

2018 ◽  
Vol 17 (1) ◽  
pp. 51-61
Author(s):  
Lijo Thomas
Keyword(s):  
Professional Learning Communities ◽  
Learning Communities ◽  
Professional Learning ◽  
Research Evidence ◽  
Positive Impact ◽  
Educational Institution ◽  
Collective Learning ◽  
Academic Excellence ◽  
Learning And Development ◽  
Interdisciplinary Approaches

International research evidence supports the need of creating an atmosphere of collective learning and development in any educational institution. Many teachers continue working independently in their own discipline and pedagogy. However, several academicians are actively promoting collaborative learning and other interdisciplinary approaches. Studies argue that well-designed and established Professional Learning Communities (PLCs) in any educational organisation would have a significant positive impact on both teaching practices and the academic excellence of its students. In this study, emphasis will be on studying the significance of implementing PLCs in our schools and colleges for the consistent organisational development and pursuit of academic excellence.

Professional Learning Communities: A Strategy for School and System Improvement?

2017 ◽  
Vol 19 (1) ◽  
pp. 16-38 ◽  
Author(s):  
Alma Harris ◽  
Michelle Suzette Jones
Keyword(s):  
Professional Learning Communities ◽  
Learning Communities ◽  
Professional Learning ◽  
International Research ◽  
Large Scale ◽  
Research Evidence ◽  
Professional Capital ◽  
System Improvement ◽  
The Right

The purpose of this article is to reflect upon a large-scale investment in professional learning communities, as a strategy for school and system improvement, in Wales. The article draws upon the international research evidence about professional learning communities and considers issues of definition and impact. It also charts and reflects upon the progress of a system-wide approach to developing professional learning communities at scale. The article highlights that first, under the right conditions, professional learning communities have the potential to build professional capital. Secondly, it reinforces the need for rigorous and sustained implementation if a lasting impact is to be achieved. The article offers insights and reflections upon a significant investment in professional learning communities, in Wales, as a strategy for school and system improvement.

scholarly journals Networked Professional Learning Communities as Means to Flemish Secondary School Leaders’ Professional Learning and Well-Being

2021 ◽  
Vol 11 (9) ◽  
pp. 509
Author(s):  
Laurien Coenen ◽  
Wouter Schelfhout ◽  
Annie Hondeghem
Keyword(s):  
Professional Learning Communities ◽  
Secondary School ◽  
Learning Communities ◽  
Professional Learning ◽  
Group Dynamics ◽  
Research Evidence ◽  
School Principals ◽  
Secondary School Principals ◽  
Well Being ◽  
Phased Development

Whereas Professional Learning Communities (PLCs) are a frequently applied professional learning tool in education, their use is often limited to an application among (a) teachers and (b) within-schools. This article contributes to the nascent research evidence on PLC usage for principal professional learning. As outcomes align with PLCs’ phased development, this article grasps the learning processes that unfold, the catalyst states that emerge and the overarching role that a process coach can adopt in this collective learning effort. Three distinct PLCs comprising of Flemish secondary school principals were systematically observed over the course of one to two years. In interviews and questionnaires, members (n = 14) reported on their experience with PLC activities, group dynamics and their personal professional well-being. Networked learning proved a worthwhile method as positive outcomes of PLC participation were predominantly found in a perceived augmentation of professional well-being and the acquisition of inspiration and ideas. Actual co-construction among principal participants appeared harder to establish as several organisational, group developmental and leadership prerequisites were found to apply. As this study was based on three in-depth case studies, it remains to be confirmed whether its conclusions apply to all school principals in Flanders and can be generalised to their counterparts internationally.

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