Jane B. Huffman

Perceptions of professional learning communities

The professional learning community concept provides a process for stakeholders to engage collaboratively in dialogue to ensure school improvement and student achievement. The purpose of this research was to analyze core processes of professional learning communities and perceived relationships to school effectiveness, and determine perceived relationships between the core processes and leadership style of the principal. Educators enrolled in Masters level educational administration classes believed their schools reflected core processes of a professional learning community at least some of the time. The core processes named most often were (a) providing a safe environment for diverse ideas, beliefs, and strategies, and (b) being a democratic organization guided by positive principles, ethics, and values. Participants also believed a collaborative style of leadership by the principal influenced the presence of professional learning community characteristics. Significant relationships between organizational description and leadership styles of principals were found.

The Role of Shared Values and Vision in Creating Professional Learning Communities.

Defining a vision based on shared values is a crucial step that administrators must consider as they lead their schools through reform efforts. This article reports findings from a national study of creating professional learning communities in schools and how an organizationalframework helped to explain vision development in 18 schools. Recommendations for principals to provide support to faculty members are offered.

Global conceptualization of the professional learning community process: transitioning from country perspectives to international commonalities

Global conceptualization of the professional learning community process: Transitioning from country perspectives to international commonalities Abstract The authors seek to find common PLC structures and actions among global educational systems to enhance understanding and practice. Six international researchers formed the Global Professional Learning Community Network (GloPLCNet), conducted literature reviews of each country’s involvement with PLC actions, and noted similarities and common practices among the school improvement initiatives in five countries. Major constructs were identified, research was conducted (interviews and observations), and themes emerged. A literature review of the constructs led to outcomes. A definition of the Global PLC process, revision of constructs, and further clarification of descriptors were established. External influencing factors were also identified as essential. Finally the awareness that the PLC reculturing effort is guided and influenced by the phases of change was noted. The following are conclusions and implications. In an interdependent world, we recognize the importance of considering viewpoints of multiple global systems. An inclusive knowledge base can develop which prepares educators and citizens for more collaborative international understanding. These conclusions can lead to changes in practice at the school and middle level (district, city, province), and policy changes at the state, province, and national levels.

Professional learning community process in the United States: conceptualization of the process and district support for schools

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.

The PRO Program: One District's Experience with Decentralizing Staff Development

This article examines one districts staff development plan that has successfully engaged teachers and administrators in designing and implementing relevant programs that make a positive difference for schools and students.