Sustaining professional learning communities: Case studies |
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| Authors: | Kristine Kiefer Hipp Jane Bumpers Huffman Anita M Pankake and Dianne F Olivier |
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| Institution: | (1) Leadership Studies, Cardinal Stritch University, 6801 N. Yates Rd, Box 103, Milwaukee, WI 53217, USA;(2) Department of Teacher Education and Administration, University of North Texas, 1300 Highland, #218A, P.O. Box 310740, Denton, TX 76203, USA;(3) University of Texas – Pan American, Education Building, Room 142, Edinburg, TX 78539-2999, USA;(4) Educational Foundations and Leadership, University of Louisiana at Lafayette, 104 University Circle, P.O. Box 43091, Lafayette, LA 70504, USA |
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| 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. |
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| Keywords: | Professional learning communities School culture Change Sustainability School leadership |
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