Reculturing Schools as Professional Learning Communities

This clear and thoughtful discussion of the concept of professional learning communities covers the research, provides a self-assessment, real-life case studies, and a summary. It is a one-stop resource for educators working to build strong work teams to improve student achievement.

This important work documents and examines evidence of efforts taking place in rural, urban, and suburban Pre-K-12 schools that are actively engaged in creating professional learning communities (PLCs). Literature is reviewed that defines and identifies the distinguishing dimensions of PLCs. A five-year, federally funded research study is explained including the methodology and demographics of the six study schools and a synthesis of the 64 interviews.

A PLC organizer (PLCO) is introduced, which realigns with Shirley Hord's original 1997 research. The organizer provides the framework to explain the five PLC dimensions and related critical attributes. The PLCO also merges Fullan's modelPhases of Change (1985), which includes initiation, implementation, and institutionalization.

The authors provide extensive evidence of the progressive development of a PLC from initiation to implementation using exemplars and non-exemplars from interviews that either hinder or facilitate creating and sustaining PLCs. A new assessment tool, the Professional Learning Community Assessment (PLCA), is also presented and can be used for diagnosis and evaluation of schools as they work toward school reform efforts. Readers are also presented with information that connects professional learning community work to a new approach to school improvement. Five case studies are included that can be used in schools and university classrooms for the purpose of engaging educators in reflection, open dialogue, problem finding, and problem solving. This first-hand documented information provides readers with unique issues as they wrestle with the challenges of transforming schools into organizations that meet diverse students needs.

Lessons learned from this problem-based learning can easily transfer to the readers' own experiences and schools. The authors conclude by highlighting significant findings, reviewing the most recent related research that addresses sustaining such efforts, and offering suggestions for school leaders to

Part 1 Part 1: The Challenge of Developing PLCs
Chapter 2 Overview of Professional Learning Communities
Chapter 3 Responding to the Challenge
Part 4 Part 2: From Initiation to Implementation: Dimensions of a PLC
Chapter 5 Shared and Supportive Leadership
Chapter 6 Shared Values and Vision
Chapter 7 Collective Learning and Application
Chapter 8 Shared Personal Practice
Chapter 9 Supportive Conditions
Part 10 Part 3: Assessing and Reculturing Schools
Chapter 11 Assessing Schools as PLCs
Chapter 12 The PLC Connection to School Improvement
Part 13 Part 4: Five Case Studies
Chapter 14 Case Study Overview
Chapter 15 Case Study #1: Role Expectations in Schools Moving to Site-Based Leadership
Chapter 16 Case Study #2: Nurturing the Human Side: A Crucial Component for PLCs
Chapter 17 Case Study #3: Trust as a Foundation in Building a Learning Community
Chapter 18 Case Study #4: The Role of Principal Commitment in Creating Learning Communities
Chapter 19 Case Study #5: Reculturing a School in Crisis
Part 20 Part 5: From Implementation to Institutionalization
Chapter 21 Lessons Learned