Establishing Professional Learning Communities within Leadership for Learning as Strategic Approach to Leadership Expectations for School Improvement

Key Points

Professional Learning Communities foster a collaborative culture, contributing to significant school improvement.
The exploration reveals how establishing these communities supports leadership expectations and effective evaluations.
Analysis focuses on different types of Professional Learning Communities for both teachers and principals.
Potential impact suggests that this strategic approach may lead to enhanced learning environments and better performance.

Abstract

The international discourse on school improvement has increasingly emphasized the role of school principals as change agents. In this paper the strategic approach of establishing Professional Learning Communities (PLCs) for school improvement is explored. It will be discussed how this approach may help satisfy current leadership expectations and Italian legislation on school principals’ evaluation. The concept of PLC, understood as a small group, is elucidated and its contribution to fostering a learning culture reviewed, in which elaborate collaborative structures and in-depth reflecting processes are pursued. Furthermore, in the paper variations of PLCs for teachers and for school principals are outlined and their innovating impact is reported.

Establishing Professional Learning Communities within Leadership for Learning as Strategic Approach to Leadership Expectations for School Improvement

Key Points

Abstract

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