Developing a professional learning community : a first step

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Schoon, Marina L
University of Lethbridge. Faculty of Education
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Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2004
The purpose of this project was to capture a holistic picture of how one rural school community in Southern Alberta, over the course of one year, explored and experienced the journey toward becoming a Professional Learning Community (PLC). Specifically, it inquired into the critical enabling steps a professional teaching staff engaged in to support the development of a PLC. The primary focus was on school mission, vision, values, goals, level of collaboration, and orientation towards results. Data was collected through journal writing, interview, artifacts, and survey. Two factors contributed significantly to the school's development in becoming a professional learning community: first, teachers having the opportunity for regular, during-the-school-day time to meet with each other and, secondly, their use of time to focus collectively on teaching and learning in a way that develops trust but also requires accountability (goals with commitments and timelines). Other study findings indicate that establishing a PLC begins by collectively establishing a school vision, mission, and goals, followed with deliberate steps for implementation. This process also requires at least one school administrator who can facilitate and support the process by having clear vision of what it means to become a PLC.
ix, 69 leaves ; 29 cm. --
Teachers -- In-service training -- Alberta, Southern , School management and organization -- Alberta, Southern , School personnel management -- Alberta, Southern