ERIC Number: EJ1096586
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Professional Learning Community Process in the United States: Conceptualization of the Process and District Support for Schools
Olivier, Dianne F.; Huffman, Jane B.
Asia Pacific Journal of Education, v36 n2 p301-317 2016
As the Professional Learning Community (PLC) process becomes embedded within schools, the level of district support has a direct impact on whether schools have the ability to re-culture and sustain highly effective collaborative practices. The purpose of this article is to share a professional learning community conceptual framework from the US, and to highlight recent findings relating to district level support for the PLC process in schools. The professional learning community conceptual model is organized around five dimensions: shared and supportive leadership, shared values and vision, collaborative learning and application, shared personal practice, and supportive conditions. The overarching question guiding this qualitative research study is: How do school district personnel (central office staff) support schools in the professional learning community process? Findings reveal the importance of transformative and proactive district involvement, and the use of transparency, trust, accountability, and autonomy in school re-culturing. It was also found that developing leadership capacity, embedding professional development, and focusing the culture on student success were critically important. As districts provide support for the PLC dimensions and themes, school leaders will have a foundation of curricular strategies, collaborative skills, and necessary resources to serve teachers and students through continuous school improvement.
Descriptors: Communities of Practice, School Districts, Participative Decision Making, Instructional Leadership, Educational Objectives, Cooperative Learning, Teacher Collaboration, Educational Environment, Qualitative Research, Administrator Role, Central Office Administrators, Trust (Psychology), Accountability, Professional Autonomy, Professional Development, Elementary Secondary Education, Interviews, Focus Groups
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: Louisiana; Texas
Grant or Contract Numbers: N/A