NDLI: Sustaining professional learning communities: Case studies

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Does the school improvement “industry” (organizations providing schools and governing agencies with information, training, materials, and programmatic resources relevant to instructional improvement problems) help or prevent deep and sound change?

David Hopkins, Every school a great school: Realizing the potential of system leadership. Open University Press, Maidenhead, 2007

David Hopkins, Every school a great school: Realizing the potential of system leadership ( Journal of Educational Change , Volume 9 , Issue 2 )

Journal of Educational Change : Volume 9, Issue 1, March 2008

Journal of Educational Change : Volume 8

Journal of Educational Change : Volume 7

Journal of Educational Change : Volume 6

Journal of Educational Change : Volume 5

Journal of Educational Change : Volume 4

Journal of Educational Change : Volume 3

Journal of Educational Change : Volume 2

Journal of Educational Change : Volume 1

Sustaining professional learning communities: Case studies

Content Provider	Springer Nature Link
Author	Hipp, Kristine Kiefer Huffman, Jane Bumpers Pankake, Anita M. Olivier, Dianne F.
Copyright Year	2007
Abstract	The purpose is to document the ongoing development of two schools in becoming professional learning communities and the effects of meaningful collaboration on teacher learning. The question that guides this research is: How does a school become a sustainable professional learning community? The theoretical framework is based on the work of Senge, Hord, Fullan, Hargreaves and Fink, and Stoll, McMahon and Thomas and includes the areas of professional learning community, change and sustainability. Finally, the study addresses the relationship between professional learning community and school culture. The methodology involves a qualitative case study approach designed to gain information regarding two emerging schools in their journeys toward developing learning community cultures. Findings reveal the stories of each school as they evolved as PLCs and the similarities and differences that emerged. Knowing that sustaining the culture of a PLC is complex, and not to be achieved without determination and growth, we look ahead at challenges to be addressed and further research to be conducted. Finally, we offer some concluding statements and attempt to relate findings to the literature on PLCs. The intent is to identify some of the intricacies in building cultures of learning for adults and students. As we have learned through these two stories, many things happen simultaneously, to greater or lesser degrees, at varying points in time over a period of years that seem to influence the development of a PLC. Such development seems so complex that to be able to describe discrete steps or stages is unlikely. Still we are beginning to see that some categories of activities and issues must be developed before others can emerge.
Starting Page	173
Ending Page	195
Page Count	23
File Format	PDF
ISSN	13892843
Journal	Journal of Educational Change
Volume Number	9
Issue Number	2
e-ISSN	15731812
Language	English
Publisher	Springer Netherlands
Publisher Date	2008-01-05
Publisher Place	Dordrecht
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Professional learning communities School culture Change Sustainability School leadership Comparative Education Curriculum Studies Leadership & Administration
Content Type	Text
Resource Type	Article
Subject	Education

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