An examination of a district-wide implementation of professional learning communities through the lenses of leadership capacity and student learning

2010 ◽  
Author(s):  
Chris V. Templeton
Keyword(s):  
Professional Learning Communities ◽  
Learning Communities ◽  
Student Learning ◽  
Professional Learning ◽  
Leadership Capacity

scholarly journals Reimagining Music Teacher Collaboration: The Culture of Professional Learning Communities as Professional Development Within Schools and Districts

2019 ◽  
Vol 33 (1) ◽  
pp. 15-23
Author(s):  
Sharyn L. Battersby
Keyword(s):  
Professional Development ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
Student Learning ◽  
Professional Learning ◽  
Teacher Collaboration ◽  
Music Teachers ◽  
Music Educators ◽  
Music Teacher ◽  
Collaborative Community

Music educators are continually seeking new ways to better their practice and improve student learning. Professional learning communities are a type of collaborative community that when administered successfully provide a forum for music educators to become active participants in both their own learning and that of their students. While the notion of professional learning communities has been around since the 1990s, they have received renewed attention more recently due to the adaptation and implementation of Danielson’s popular Framework for Teaching, which has been implemented in many school districts across the country. Teachers facing the challenge of reshaping the culture of their music programs and seeing their initiative sustained will devise elements that will become embedded in that (school) culture. Supportive and shared leadership, shared values and vision, and collective learning are just some of the attributes that can contribute to student learning and the professional development of music teachers.

scholarly journals Professional Learning Communities, Leadership, and Student Learning

RMLE Online ◽  
2004 ◽  
Vol 28 (1) ◽  
pp. 1-15 ◽  
Author(s):  
Sue C. Thompson ◽  
Larry Gregg ◽  
John M. Niska
Keyword(s):  
Professional Learning Communities ◽  
Learning Communities ◽  
Student Learning ◽  
Professional Learning

The influence of professional learning communities on informal teacher leadership in a Chinese hierarchical school context

2021 ◽  
pp. 174114322098515
Author(s):  
Daphnee Hui Lin Lee ◽  
Noelle Kwok Kwan Ip
Keyword(s):  
Hong Kong ◽  
Instructional Leadership ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
Student Learning ◽  
Teacher Leadership ◽  
Professional Learning ◽  
Positive Influence ◽  
Principal Instructional Leadership ◽  
Improving Student Learning

This paper examines the influence of professional learning communities (PLCs) on informal teacher leadership in Hong Kong schools to overcome issues reported in the literature on the challenges to teacher leadership posed by Chinese hierarchical school contexts. We test the relations among PLC, informal teacher leadership, teacher focus on improving student learning, principal instructional leadership, and middle leadership (e.g., subject heads) with structural equation modeling of survey responses from 638 teachers of primary and secondary schools in Hong Kong. The results show an overall positive influence among all factors in the study. PLCs have the highest positive influence among the factors considered in this study. PLCs are highly influential in promoting informal teacher leadership, which in turn has a high positive linkage to teachers’ focus on improving student learning. In addition, principal instructional leadership has a high positive influence on PLCs, while middle leadership has a moderate positive influence on PLCs. To further enhance teacher leadership capabilities that promote teachers’ focus on improving student learning, we provide recommendations to boost PLC and middle leadership capacities in schools.

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