The role professional learning communities play in school-based curriculum development

2017 ◽  
pp. 109-119
Author(s):  
Andrew Horrell ◽  
Rosemary Mulholland
Keyword(s):  
Professional Learning Communities ◽  
Curriculum Development ◽  
Learning Communities ◽  
Professional Learning ◽  
School Based

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.

scholarly journals When school-based, in-service teacher training sharpens pedagogical awareness

2018 ◽  
Vol 23 (1) ◽  
pp. 5-20
Author(s):  
Lea Lund
Keyword(s):  
Teacher Training ◽  
School Improvement ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
Professional Learning ◽  
Classroom Behavior ◽  
Research Question ◽  
School Based ◽  
Cooperative Process ◽  
Educational Thinking

Research in the field of professional development (PD) stresses the importance of the development of professional learning communities (PLCs) designed to promote the process of inquiry in teaching. PLCs are of great importance with regard to both school improvement and in-service teacher training. This article shows that it is possible to teach teachers to reflect on their beliefs and actions, making them visible to teachers and their colleagues during a cooperative process of inquiry in the classroom. The empirical data stem from a 2-year, school-based, in-service teacher-training program involving 16 teachers at two Danish high schools. The research question is ‘how can teachers’ reflections, pedagogical awareness, and perspectives on their beliefs be sharpened by in-service teacher training?’ With regard to school improvement, two conclusions are drawn: (1) teachers’ pedagogical awareness is sharpened and their classroom behavior and educational thinking change when their routine actions and thinking are questioned and scrutinized; (2) teachers who experiment systematically with their own teaching alongside their colleagues find the process and product rewarding.

scholarly journals Launching Networked PLCs: Footholds Into Creating and Improving Knowledge of Ambitious and Equitable Teaching Practices in an RPP

AERA Open ◽  
2019 ◽  
Vol 5 (3) ◽  
pp. 233285841987571 ◽  
Author(s):  
Jessica Thompson ◽  
Jennifer Richards ◽  
Soo-Yean Shim ◽  
Karin Lohwasser ◽  
Kerry Soo Von Esch ◽  
...  
Keyword(s):  
Professional Learning Communities ◽  
Learning Communities ◽  
Science Teachers ◽  
Professional Learning ◽  
Research Practice ◽  
Secondary Science Teachers ◽  
School Based ◽  
Equitable Teaching Practices ◽  
Supporting Teachers ◽  
Practice Development

One of the major challenges in educational reform is supporting teachers and the profession in the continual improvement of instruction. Research-practice partnerships and particularly networked improvement communities are well-suited for such knowledge-building work. This article examines how a networked improvement community with eight school-based professional learning communities—comprised of secondary science teachers, science and emergent bilingual coaches, and researchers—launched into improvement work within schools and across the district. We used data from professional learning communities to analyze pathways into improvement work and reflective data to understand practitioners’ perspectives. We describe three improvement launch patterns: (1) Local Practice Development, (2) Spread and Local Adaptation, and (3) Integrating New Practices. We raise questions about what is lost and gained in the transfer of tools and practices across schools and theorize about how research-practice partnerships find footholds into joint improvement work.

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