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ERIC Number: EJ935935
Record Type: Journal
Publication Date: 2011
Pages: 23
Abstractor: As Provided
Reference Count: 47
ISBN: N/A
ISSN: ISSN-1941-5257
The Professional Learning Community as Subversive Activity: Countering the Culture of Conventional Schooling
Nehring, James; Fitzsimons, Gray
Professional Development in Education, v37 n4 p513-535 2011
As the professional learning community (PLC) as a desired cultural norm gains popularity within K-12 state schools, greater knowledge of the PLC implementation process is warranted. This study reports findings from semi-structured focus group interviews with teachers in an urban/suburban high school after one year of schoolwide professional development introducing the PLC as a schoolwide practice. Three findings emerge. First, PLC practices are countercultural to mainstream teacher practice. School leaders and external change agents introducing PLCs in mainstream schools must, therefore, approach the work not as a technical task but as cultural transformation. Second, group facilitation skill is a crucial leadership attribute for the effective cultivation of a PLC. Third, to be effective, PLC cultivation must be perceived not as an end-to-itself, but as the "means" to a clearly identified, shared, and compelling goal for student learning; otherwise, it risks being dismissed by teachers as the usual professional development noise. (Contains 2 tables and 1 figure.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Massachusetts