scholarly journals CREATION AND DEVELOPMENT OF TEACHER PROFESSIONAL LEARNING COMMUNITY: INSTITUTIONAL FACTORS

2017 ◽  
Vol 2 ◽  
pp. 493
Author(s):  
Justinas Monkevicius ◽  
Renaldas Čiužas
Keyword(s):  
Professional Learning Communities ◽  
Learning Communities ◽  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Organisational Culture ◽  
Institutional Factors ◽  
Teacher Professional Learning ◽  
Organisational Structure ◽  
Teacher Professional

The article presents a theoretical and empirical analysis of institutional factors of creation and development of successful teacher professional learning communities. On the basis of the conducted theoretical analysis, institutional factors were systemised and divided into four groups:factors related to organisational culture, to processes, to organisational structure, and factors related to financial and material resources.The empirical research reveals the relevance of theoretically distinguished factors to the practical processes of creation and development of successful teacher professional learning communities. It also singles out new factors that have not been investigated by other scholars and highlights the encountered barriers.

scholarly journals Research on the Influencing Factors of High School English Teacher Professional Learning Community Evaluation in Changchun, China

2018 ◽  
Vol 11 (5) ◽  
pp. 104
Author(s):  
Yang Li ◽  
Chia-Ching Tu
Keyword(s):  
Professional Learning Communities ◽  
Learning Communities ◽  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Teacher Professional Learning ◽  
Learning Organisation ◽  
High School English ◽  
Community Evaluation ◽  
Teacher Professional

This research shows the development and influencing factors of high school English teachers’ evaluation of professional learning community in Changchun, China. Followed Olivier and Hipp & Huffma’s research, the teacher professional learning community evaluation questionnaire was developed by the researchers. 422 English teachers in Changchun were invited to participate in the online survey. This study found that the organization characteristics of professional learning communities in this city shared similar characteristics with Western countries at some degree. English perceptions of including the “shared personal practice” and “collective learning and application” achieves the average level in this research. Compared to the western professional learning communities, the Chinese professional learning communities in this study lack of the democratic leadership and shared value and vision attributions. According to the analysis, we find that the Confucian cultural context, teacher’ career development stages, the pressures of national college entrance examination and the systematic teaching training have a significant impact on the evaluation of teacher professional learning communities. Aiming at to build a learning organisation rather than a bureaucratic administration, we suggest that the “shared value and vison” and “shared and supportive leadership” needs more reform in the current professional learning communities. Namely, traditional Soviet model of school-based professional learning communities need to reform toward a learning organisation emphasizing the teaching and learning.

School culture and leadership of professional learning communities

2015 ◽  
Vol 29 (5) ◽  
pp. 682-694 ◽  
Author(s):  
Daniel Carpenter
Keyword(s):  
School Culture ◽  
School Improvement ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Shared Leadership ◽  
Content Type ◽  
Policies And Procedures

Purpose – The purpose of this paper is to explore supportive and shared leadership structures at schools as a function of school culture policies and procedures. Design/methodology/approach – A qualitative study was conducted at three secondary schools in the Midwestern USA. Administrators and teachers were interviewed, professional learning communities observed and artifacts collected to explore school culture policies, procedures and leadership in the implementation of professional learning community practice. Findings – This study concludes that school leaders must provide supportive and shared leadership structures for teachers in order to ensure a positive school culture and effective professional learning communities that impact school improvement. Leaders in schools must work directly with teachers to create policies and procedures that provide teachers the leadership structure to directly impact school improvement through professional learning community collaborative efforts. Originality/value – This study builds on the school culture and professional learning communities literature by exploring existent policies and practices in schools as unique cases. Much of the literature calls for specific case studies to identify issues in the implementation of effective practice. This study is important to the community as specific cases that may inform educational leaders on mechanisms that may be leveraged to ensure successful implementation of policies and procedures outline in school culture and professional learning community literature.

scholarly journals A Look into a Professional Learning Community

2017 ◽  
Vol 8 (4) ◽  
pp. 645
Author(s):  
Nazanin Dehdary
Keyword(s):  
Professional Learning Communities ◽  
Learning Communities ◽  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Sense Of Belonging ◽  
English Language ◽  
Management Policy ◽  
Context Management ◽  
English Language Institute

Professional learning communities are not commonplace in Iran and this is evidenced by the scant literature in this regard.  The present study is an attempt to fill the gap in the literature. This study was conducted in the hope of evaluating a professional learning community within an English language institute in Iran to detect the threats to its survival from the viewpoints of some of the teachers and members of the board of studies. The analysis of the data uncovered three major strengths the current PLC enjoys. These plus points are the dynamic work context, management policy, and a nexus of focus communities. There is, however, a consensus among participants that in recent years many teachers have detached themselves from different communities within the institute. The analysis of the data revealed sense of belonging, teacher’s view of the profession, infrastructure and flawed dialogue as the major threats.

scholarly journals Professional Learning Community (PLC) in Singapore (Potential and Limitations in Shaping High-Quality Education)

2020 ◽  
Vol 43 (1) ◽  
pp. 63-79
Author(s):  
Inetta Nowosad
Keyword(s):  
Professional Learning Communities ◽  
Learning Communities ◽  
Educational Policy ◽  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Quality Education ◽  
Research Review ◽  
High Quality ◽  
High Quality Education

Summary The aim of this article is to recognise the Professional Learning Communities (PLC) model adopted in 2009 in Singapore as a national mode. The explicit use of the term of PLC together with related terms makes it possible to understand an educational policy which is focused on the implementation of concepts developed in a different, foreign context. The orientation adopted in Singapore identifies PLC not only as reinforcing incentives for teachers and their professionalism, but more broadly, as reinforcing the already high-quality education. The arguments and evidence presented in this article are mainly based on literature and research review, as well as on analyses of source documents.

scholarly journals Taking a Step to Identify How to Create Professional Learning Communities—Report of a Case Study of a Korean Public High School on How to Create and Sustain a School-based Teacher Professional Learning Community

2016 ◽  
Vol 10 (1) ◽  
pp. 82 ◽  
Author(s):  
Joonkil Ahn
Keyword(s):  
High School ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
Professional Learning ◽  
Grade Level ◽  
Teacher Professional Learning ◽  
Public High School ◽  
School Based ◽  
Teacher Professional

This study intends to identify some key factors in creating and sustaining school-based teacher professional learning communities (PLCs) through a case study of a South Korean public high school. To achieve this, the study identified some essential infrastructure, preparation, and necessary social organization for creating PLCs. The ideal unit and the encouraging/discouraging factors in the implementation process were also investigated. Data were gathered via classroom observations and by analysis of interview transcripts, questionnaire responses, and minutes from PLC meetings. Nineteen participants, including 16 teachers, a principal, an assistant principal, and a facilitator from a city department of education, who assisted the school reform process, completed the questionnaires. Three of the teachers who took the reform initiative participated in the in-depth interview. The study provides a detailed description of the school context before the PLC implementation, challenges that faced the teachers, and two main characteristics of their PLC initiative. The study indicates that participants perceived prepared teacher leaders, building trust and respect among faculty, and securing time for classroom observation and PLC meetings as the most necessary preparation in creating and implementing their PLC. Empowering grade level chairs, increasing teacher proximity, and employing additional administrative assistants were identified as effective administrative support. Participants recognized that each grade level had more advantage in implementing PLCs and thought positive changes of disruptive students and their own instructional practices were the most encouraging factors in overcoming implementation problems. Authoritative leadership of school administration and a city DOE that forcefully mandates PLCs were perceived as discouraging factors in PLC implementation.

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