Developing a professional learning community : a first step
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Date
2004
Authors
Schoon, Marina L
University of Lethbridge. Faculty of Education
Journal Title
Journal ISSN
Volume Title
Publisher
Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2004
Abstract
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.
Description
ix, 69 leaves ; 29 cm. --
Keywords
Teachers -- In-service training -- Alberta, Southern , School management and organization -- Alberta, Southern , School personnel management -- Alberta, Southern