Professional Learning Communities: Concepts in Action in a Principal Preparation Program, an Elementary School Team, a Leadership Team, and a Business Partnership
(Complete Item Description)
- Abstract:
The Professional Learning Community model has moved to the forefront in the field of education as one of the most effective frameworks to improve student achievement and overall school success. “When a school or district functions as a professional learning community (PLC), educators within the organization embrace high levels of learning for all students as both the reason the organization exists and the fundamental responsibility of those who work within it” (Dufour, 2006, p. 3). The research conducted for this paper provides evidence for systemic and school-base improvement by describing four different PLC models in different venues: a principal preparation program, an elementary school team, a leadership team, and a business partnership.
The first study used the PLC framework to develop, implement, and assess the preparation and training of educational leadership candidates. Candidates in this program were selected by their school leaders as having potential to be effective school administrators. The study of Professional Learning Communities was also incorporated by a principal and faculty to identify ways the PLC framework could be put into practice. Features of the PLC model were embedded in school goals as a foundation of operations in the emerging school culture. The third case study focused on the professional development of a district leadership team. This team used the features of PLC’s to guide leadership conversations. The fourth study was a business partnership which was enhanced through the use of the PLC framework in order to maximize leadership capacity within the organization. This was a unique use of the PLC model, which has historically been utilized in the educational arena.
This paper will highlight results, reflections and anecdotal responses from leadership candidates, school leaders, principals, district leaders, and business professionals. Initial findings suggest: A detailed and agreed upon structure must be in place to facilitate the team coming together and being productive as a team; skills to effectively dialogue in the learning team model must be developed in order for each member to participate equally; and the PLC framework provided interactive and engaging processes that increased learning opportunities and consequently, leadership development for all the participants.
The development of a professional learning community has tremendous potential for personal and organizational growth. Future areas of research for consideration are: Does organizational leadership improve when a defined PLC framework is used to teach the future leaders of the organization? How could educational administration programs better transition students into the field by utilizing a comprehensive PLC framework? The results from this study have implications for the professor preparing future leaders and even more intentionally, for educational and organizational leaders in the field who wish to operate systematically with greater teaming effectiveness and accountability for all.
- Subject:
- Social Sciences
- Grade Level:
- Post-secondary
- Collection:
- Connexions