Professional Learning Community Process in the United States: Conceptualization of the Process and District Support for Schools

Autor/inn/en	Olivier, Dianne F.; Huffman, Jane B.
Titel	Professional Learning Community Process in the United States: Conceptualization of the Process and District Support for Schools
Quelle	In: Asia Pacific Journal of Education, 36 (2016) 2, S.301-317 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
DOI	10.1080/02188791.2016.1148856
Schlagwörter	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; Louisiana; Texas + Suchen Sie Ihr Suchwort? Community; School district; Schulbezirk; Instruction; Leadership; Bildung; Erziehung; Führung; Educational objective; Bildungsziel; Erziehungsziel; Kooperatives Lernen; Lehrerkooperation; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Qualitative Forschung; Verantwortung; Berufsfreiheit; Interviewing; Interviewtechnik
Abstract	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. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01