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This study investigated teacher and principal perspectives regarding how principal leadership responsibilities influence the functioning of Professional Learning Communities (PLCs). PLCs are a concept and a structure through which schools can address and respond to the myriad social, political, and technological forces that educators face today. By utilizing principal leadership responsibilities associated with second order change as a basis for identifying the needs of PLCs, data was gathered to analyze and inform principals in how to determine the needs of their PLCs. Such information can then be used to develop a school improvement plan to meet PLCs at their current level of functioning, and focus on addressing the specific needs of each PLC in a targeted manner that employs differentiated leadership designed by principals to positively impact teaching and learning. The purpose of this embedded case study was to examine how teachers and principals describe the influence of principal leadership responsibilities on PLCs. The case study was conducted at a class AA high school in Montana consisting of five principals, 95 teachers, and approximately 1830 students in the initial years of PLC implementation. The primary sources of data collection were: teacher and principal focus group interviews, document analysis, researcher's journal, and the use of archival collective efficacy data. Findings suggest the importance of clear ideals and beliefs; an emphasis on the need for principals to support teachers in differing ways; varying interpretations of principal leadership responsibilities between PLCs as well as between principals and teachers; and various levels of PLC functioning. As principals seek to develop and implement continual school improvement plans to enhance teaching and learning, they must understand the needs identified by their PLCs and develop a differentiated leadership plan to utilize principals' time, talents, and resources to meet those needs and support positive PLC functioning. Recommendations ...

El manejo eficiente del currículo demanda la ejecución de trabajo cooperativo y colaborativo entre docentes para garantizar la calidad en el proceso de enseñanza-aprendizaje. El objetivo de esta investigación es fortalecer el conocimiento y la aplicación de los elementos curriculares utilizados en el Sistema de Educación Intercultural Bilingüe (EIB) mediante la implementación de una Comunidad Profesional de Aprendizaje (CPA) bajo la modalidad virtual con instituciones de la Zona 6. El diseño se fundamentó en un enfoque cualitativo, con la colaboración de 351 docentes de EIB. Para diagnosticar el problema se aplicó una encuesta online, en el análisis e interpretación de datos se generó entrevistas a grupos focales. Los resultados muestran mejoras en el manejo del currículo y el MOSEIB, conjuntamente con otras competencias relacionadas con el trabajo en equipo. Finalmente, se destaca la incidencia positiva del trabajo que desempeña la CPA en el contexto educativo EIB.

This study investigates the impact of Korean high school teachers' perception of the benefits of participating in professional learning communities (PLCs) on teacher leadership using administrative survey data collected by the Gyeonggi Institute of Education. The findings indicate that positive experiences with PLCs can promote teacher leadership both within and beyond the classroom, highlighting the importance of providing professional development opportunities, collaboration and activities through PLCs. Furthermore, the study emphasises the crucial role of school culture, particularly positive school culture and supportive principal leadership in fostering teacher leadership both within and beyond the classroom. However, it also reveals that power dynamics and hierarchies in schools may negatively impact teacher leadership, particularly among female and non-tenured teachers in their beyond-classroom teacher leadership. Finally, the study shows that the innovative school status schools in Gyeonggi Province in South Korea has limited influence on the level of teacher leadership, or in some cases, may even have indicated lower levels of leadership compared to regular schools.

The Danish vocational colleges are challenged with implementing new laws, meet the political ambition due prevent a future lack of skilled workers and reduce costs. In addition, younger pupils attend the colleges because of new approaches to recruiting and the building of bridges from lower secondary education to colleges. Furthermore, colleges merge to balance the budget due to economic conditions. Such challenges are part of the context for a team at a social and healthcare college that is introduced to the idea of professional learning communities. The methodological approach is action research using observations and interviews. The results show how a team use reflective dialogue to meet some of the challenges, use differentiated teaching, and how a sub-team cooperate regarding rules in the classroom. It is discussed how the idea of professional learning communities supports the implementation of changes.

PurposeThe purpose of this study was to investigate the #SSChat community's recognition of cohesion and shared learning goals within the #SSChat community. Specifically, the author sought to gauge the #SSChat community's "sense of community (SOC) " (e.g. measuring participants' perceptions of membership, influence, fulfillment of needs and a shared emotional connection related to the community) and sustainability (e.g. information contribution and consumption, self-disclosure and intention to leave the community). Additionally, the author aimed to examine "SOC" as a construct supporting the #SSChat community's sustainability.Design/methodology/approachThis study employed a quantitative survey research design that was guided by McMillan and Chavis' (1986) SOC theoretical framework. The instrument included two reliable and valid surveys. Descriptive and inferential statics were used to investigate the three research questions.FindingsFindings from this study highlight refinement and reinforcement areas framed using McMillan and Chavis' (1986) SOC theoretical framework to support the continued development and growth of the #SSChat as virtual learning community for social studies education professionals.Originality/valueThere is a dearth of research that investigates the dynamic underpinnings and foundations of informal virtual learning communities for social studies educators and whether they are sustainable. While this study is not the first to investigate the relationship between sustainability and SOC, it does extend previous research by evaluating the specific SOC tenets and their individual relationships to sustainability.

Acknowledgments -- Table of Contents -- About the Authors -- Foreword -- Introduction -- Chapter 1 -- Chapter 2 -- Chapter 3 -- Chapter 4 -- Chapter 5 -- Chapter 6 -- Chapter 7 -- Epilogue -- Appendix A -- Appendix B -- References and Resources -- Index

An initial curiosity around the variations and effectiveness of literacy coaching led to the extension of this research study, which explored the needs of adult learners in general as they existed and operated in their professional learning communities (PLCs). With a greater understanding of what adult learners sought from their learning communities, the research also established why certain adult learners pursued leadership positions, specifically was there a common profile of an adult learner who decided to lead PLCs instead of just participating. This study explored the functioning of the adult learners in their current PLCs and the perspectives of those learners as potential leaders at Westlake Middle School. Qualitative and quantitative methods of data were collected using two surveys and individual interviews. Results indicated that adult learners sought more democratic teams with more voice in the shared envisioning of the school. Structural constraints limited these two adult needs. Team trust and mutual respect were identified as areas for cultural improvements.

The scientific community has provided a wide range of evidence that family and community involvement in schools benefits not only students' learning but also their surrounding community. The INCLUD-ED project has conducted case studies of successful schools around Europe that have strong community participation. Some of them are engaged in the Learning Communities project, an international project of educational and social transfonnation aimed at overcoming school failure. Through these case studies, INCLUD-ED has gone beyond the state of the art in the field and has provided a classification of types of family and community participation and identified forms of involvement that improve students' academic achievement. This article presents the benefits of those fonns of participation and focuses on some forms of commooity involvement in the Learning Communities that have been found to improve students' school learning and other education-related aspects, such as living together. ; peer-reviewed

Building on both cutting-edge research and professional learning practice, Amanda Datnow and Vicki Park explore how professional collaboration can support deeper learning for students and teachers alike. While many schools and systems support teacher collaboration, they often fall short of their intended goals of improving teaching and learning. This book provides concrete guidance for creating the conditions for collaboration in which teachers are moved toward—rather than repelled—by joint work. The authors explore how collaborative settings can provide a space for working through the inevitable challenges that accompany the changing nature of teaching in the age of accountability and show the motivation, inspiration, and energy that teachers personally--and collectively--gain from collaborating to improve student learning. Ultimately, they show how teacher empowerment towards working together builds equitable and excellent learning environments.

Table of Contents -- About the Authors -- About Marzano Research -- Foreword -- Introduction -- Chapter 1 -- Chapter 2 -- Chapter 3 -- Chapter 4 -- Chapter 5 -- Chapter 6 -- Chapter 7 -- Chapter 8 -- Chapter 9 -- Chapter 10 -- Chapter 11 -- Chapter 12 -- References and Resources -- Index