scholarly journals Networked Professional Learning Communities as Means to Flemish Secondary School Leaders’ Professional Learning and Well-Being

2021 ◽  
Vol 11 (9) ◽  
pp. 509
Author(s):  
Laurien Coenen ◽  
Wouter Schelfhout ◽  
Annie Hondeghem
Keyword(s):  
Professional Learning Communities ◽  
Secondary School ◽  
Learning Communities ◽  
Professional Learning ◽  
Group Dynamics ◽  
Research Evidence ◽  
School Principals ◽  
Secondary School Principals ◽  
Well Being ◽  
Phased Development

Whereas Professional Learning Communities (PLCs) are a frequently applied professional learning tool in education, their use is often limited to an application among (a) teachers and (b) within-schools. This article contributes to the nascent research evidence on PLC usage for principal professional learning. As outcomes align with PLCs’ phased development, this article grasps the learning processes that unfold, the catalyst states that emerge and the overarching role that a process coach can adopt in this collective learning effort. Three distinct PLCs comprising of Flemish secondary school principals were systematically observed over the course of one to two years. In interviews and questionnaires, members (n = 14) reported on their experience with PLC activities, group dynamics and their personal professional well-being. Networked learning proved a worthwhile method as positive outcomes of PLC participation were predominantly found in a perceived augmentation of professional well-being and the acquisition of inspiration and ideas. Actual co-construction among principal participants appeared harder to establish as several organisational, group developmental and leadership prerequisites were found to apply. As this study was based on three in-depth case studies, it remains to be confirmed whether its conclusions apply to all school principals in Flanders and can be generalised to their counterparts internationally.

Professional Learning Communities: A Strategy for School and System Improvement?

2017 ◽  
Vol 19 (1) ◽  
pp. 16-38 ◽  
Author(s):  
Alma Harris ◽  
Michelle Suzette Jones
Keyword(s):  
Professional Learning Communities ◽  
Learning Communities ◽  
Professional Learning ◽  
International Research ◽  
Large Scale ◽  
Research Evidence ◽  
Professional Capital ◽  
System Improvement ◽  
The Right

The purpose of this article is to reflect upon a large-scale investment in professional learning communities, as a strategy for school and system improvement, in Wales. The article draws upon the international research evidence about professional learning communities and considers issues of definition and impact. It also charts and reflects upon the progress of a system-wide approach to developing professional learning communities at scale. The article highlights that first, under the right conditions, professional learning communities have the potential to build professional capital. Secondly, it reinforces the need for rigorous and sustained implementation if a lasting impact is to be achieved. The article offers insights and reflections upon a significant investment in professional learning communities, in Wales, as a strategy for school and system improvement.

Professional learning communities and teacher well‐being? A comparative analysis of primary schools in England and Finland

2009 ◽  
Vol 35 (3) ◽  
pp. 405-422 ◽  
Author(s):  
Rosemary Webb ◽  
Graham Vulliamy ◽  
Anneli Sarja ◽  
Seppo Hämäläinen ◽  
Pirjo‐Liisa Poikonen
Keyword(s):  
Comparative Analysis ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
Professional Learning ◽  
Primary Schools ◽  
Well Being

scholarly journals The Influence of Distributed Leadership on Professional Learning Community among Secondary School Leaders in The State of Johore/ Pengaruh Kepimpinan Distributif Terhadap Komuniti Pembelajaran Profesional Dalam Kalangan Pemimpin Sekolah Menengah Di Negeri Johor

2020 ◽  
Vol 12 (2-2) ◽  
Author(s):  
Syed Syahrul Zarizi Syed Abdullah
Keyword(s):  
Professional Learning Communities ◽  
Secondary School ◽  
Learning Communities ◽  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Distributed Leadership ◽  
Leadership Practices ◽  
School Leaders ◽  
The Common

Distributed leadership is a leadership theory that emphasis on cooperation among leaders. It is practiced in schools, an institution that not only educates pupils but now serves as a professional learning community for school leaders and teachers. This study aims to investigate the influence of distributed leadership towards a professional learning community among the school leaders in Johor, Malaysia. This study uses quantitative approach and involves 27 secondary schools from six districts in Johor. Sample study is a school leader consisting of principal, senior assistant, senior teachers and head committee subjects. The respondent is a total of 358 people. Data collected using the Perception of Distributed Leadership Practices (PDLP) questionnaire by Hairon and Goh, (2015) and Professional Learning Communities Assessment-Revised (PLCA-R) by Olivier et al., (2010). Data was analyzed using SPSS Amos software version 26. Studies find all the common shared decision making have a significant influence on all the dimensions of professional learning communities. Bounded empowerment practices are found to influence only one of the dimensions of professional learning communities, namely learning and application collectively. It is hoped that this study would enhance the leadership practices of the distributive of the school leaders in the professional learning community.

scholarly journals Leading Ladies:  Portraits of Principals:  The Leadership Styles and Practices of Women Secondary  School Principals Reflected within a Principal Professional  Learning Community

2021 ◽  
Author(s):  
◽  
Erika Helen Snedden
Keyword(s):  
New Zealand ◽  
Secondary School ◽  
Learning Community ◽  
Leadership Styles ◽  
Professional Learning Community ◽  
Professional Learning ◽  
School Principals ◽  
Secondary School Principals ◽  
Women Principals ◽  
School Contexts

<p>Recent New Zealand Ministry of Education documents highlight the challenge to provide professional learning opportunities for principals and the current initiative to support and strengthen school leadership through the Professional Leadership Strategy. There is a need for professional development strategies and opportunities that help principals more effectively understand their school contexts, responsibilities and their own competencies, leadership styles and practice. To transfer and be sustainable, effective leadership practice requires the building of principal leadership learning communities within individual New Zealand school contexts. This thesis builds on previous studies of New Zealand women principals' experiences of leadership, contributing to a greater insight into the identities, role and practice of women principals while modelling a framework for reflective practice as a tool for professional and educational leadership development. As an iconographic study of three New Zealand women secondary school principals this thesis exhibits the life stories and experiences which have impacted upon their personal theories about leadership styles and practice. Composed through a métissage (merging) of image and dialogue to create portraits of the principal's leadership identities it is set in situ within a principal professional learning community. A qualitative, multiple-case studies methodology was employed. The design was informed by a reflective practitioner approach and action learning orientation underpinned by arts-based inquiry, a methodological and theoretical genre that proposes a reinterpretation of the methods and ethics of human social research. The findings indicate that the personal development, self-awareness and growth of a leader are a catalyst to stimulate collective development and accomplishment.</p>

scholarly journals Professional Learning Communities: A Growing Need for Excellence in Schools and Varsities

2018 ◽  
Vol 17 (1) ◽  
pp. 51-61
Author(s):  
Lijo Thomas
Keyword(s):  
Professional Learning Communities ◽  
Learning Communities ◽  
Professional Learning ◽  
Research Evidence ◽  
Positive Impact ◽  
Educational Institution ◽  
Collective Learning ◽  
Academic Excellence ◽  
Learning And Development ◽  
Interdisciplinary Approaches

International research evidence supports the need of creating an atmosphere of collective learning and development in any educational institution. Many teachers continue working independently in their own discipline and pedagogy. However, several academicians are actively promoting collaborative learning and other interdisciplinary approaches. Studies argue that well-designed and established Professional Learning Communities (PLCs) in any educational organisation would have a significant positive impact on both teaching practices and the academic excellence of its students. In this study, emphasis will be on studying the significance of implementing PLCs in our schools and colleges for the consistent organisational development and pursuit of academic excellence.

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