Recommended Readings: Articles 1-4

  1. Edwards, F. [2012] Learning communities for curriculum change: key factors in an educational change process in New Zealand.  Professional Development in Education 38 [1] [2012] pp. 25-47.
  2. Stoll, L. [2011] Leading professional learning communities. In J. Robertson and H. Timperley (eds) Leadership and Learning. London: Sage.
  3. Harris, A. and Jones, M. [2010] Professional learning communities and system improvement. Improving Schools 13 (2) (2010) pp.172-181.
  4. Fullan, M. [2006]  Leading Professional Learning. The School Administrator November 2006 Number 10, Vol. 63.

Articles 1 to 3 provide a comprehensive overview of the operation, challenges and potential of learning communities for the professional learning of the staff involved and as a vehicle for effective change and improvement. 

Article 1.  Edwards offers a range of insights into what is needed for the effective operation of learning communities.  Interestingly, while he states that 'There is a need for distributed leadership in such groups, to allow for the complexity of leading an organic system and to enable capacity to be increased (Hopkins and Jackson 2003).', he also, intriguingly, suggests that 'To be effective, professional learning communities need input from an expert leader, as well as common goals and a shared concern for students with similar needs(Timperley et al. 2007)' [2012:28].

Article 2.  Stoll presents a clear overview of the processes involved as well as highlighting the role leaders can play. 

Article 3.  Harris and Jones give detailed insights into the development of professional learning communities in Wales and highlight that 'professional learning communities require certain forms of leadership to be successful' [179].

Article 4.  This gives a very different perspective on professional learning communities, taking as its starting point the professional learning needs of staff. Here Fullan raises concerns about Professional Learning in the context of what he refers to as 'PLC schools'.   He suggests that 'What is missing in school cultures then is most schools, structurally and normatively, are not places where virtually every teacher is a learner all the time. This is the missing element in stand-ards, qualifications, professional development and so on. The latter do not by themselves represent continuous professional learning.'  Fullan's contention is that professional learning communities do not in themselves lead to this continuous learning. 


Optional Video

How Teachers Build Professional Knowledge



Last modified: Sunday, 4 November 2012, 4:25 PM