The study aims to highlight the significance (if any) of participating in a Principal Professional Learning Community (PPLC)l. This participation can provide support and learning opportunities in leading the school's development work. In the studied PPLCs, there are both principals who are less experienced in leading development initiatives or who work in school cultures with limited experience in collective development efforts, as well as an experienced principal in an established learning culture. The potential for professional learning communities (PLCs) to improve student learning is widely recognized (Hord, 1997, 2004; Louis, Kruse, & Bryk, 1995; Rosenholtz, 1989; Vangrieken, Dochy, Raes, & Kyndt, 2015). Many European countries prioritize their development and utilization, as in Norway, where regulations stipulate that all teachers must be part of a professional learning community. Most studies focus on teacher PLCs and the role of leaders in facilitating these communities, often overlooking the continuous development of leadership skills essential for school leaders' success. Research on principals' participation in PLCs indicates that it enhances their understanding of teacher PLCs and their own professionalism (Gaudioso, 2017; Hipp & Weber, 2008; Hirsch & Hord, 2008; Miller, 2012). Engaging in PLCs contributes to principals' professional growth. It provides a unique platform for reflecting on and learning about their practices in a continuous process, alongside other principals. This collaborative environment fosters discussions on leadership, teaching, collaboration, and student performance (Fahey, 2011; Gaudiso, 2017; Hipp & Weber, 2008; Hirsch & Hord, 2008; Miller, 2012). External facilitation of PLCs for principals is crucial. It helps principals reflect on challenges, develop better learning processes, and enhance their skills and knowledge to improve student learning outcomes (Elmore & Burney, 1999; Fink & Resnick, 2001). Studies show that principals who participate in PLCs can transfer these structures and practices to their own school contexts, thereby fostering a culture of continuous improvement and collaboration among teachers (Austin, Grossman, Schwartz & Suesse, 2006; Dickson & Mitchell, 2014). This structured approach to learning and reflection helps principals move from merely sharing problems to actively discussing literature and teaching practices, ultimately leading to better educational outcomes (Daniel, 2009). There are still relatively few studies that have researched PPLC.  In this study, I examine the participants' ability to explore and challenge each other's theories of action when contributing to leadership development. Additionally, I investigate whether the action plans seem to lead to changes in the principals' practice. The key question guiding the study is: How does participation in a Principal Professional Learning Community (PPLC) influence principals' leadership development and their ability to implement effective school development initiatives?"

The paper presents a qualitative longitudinal study that is part of a larger research project focusing on school leaders' professional learning and their ability to enhance teachers' professional digital competence. The paper presents preliminary findings based on data collected during the second year of the project. Three schools participated in the second year of the overall project, and the three principals have 5-10 years of experience as principals, but they have varying levels of experience in leading development work. Additionally, the school cultures are very different in terms of previous experiences with participating in collective school development. The study followed these principals and their participation in a PPLC, where they work on their professional development directly related to their leadership of school-development. The principals receives theoretical input, in the form of models and workshops that promote the development and exploration of practice theories. One of the theories is Earl and Timperley's model for evidence-based communication, another is the 3xU model by Emstad (2024). Both model is grounded in the theories of epistemology, exploration, and the social construction of learning. It is based on the belief that significant changes in schools rely on the creation of new knowledge for the adults who make the decisions. The leaders use action-plans, setting long-term and short-term goals, and then planning actions as a basis for their leadership development. They write short action-plans that describe the theories of action underlying their leadership strategies in planning and implementing various phases of the development work. At PPLC meetings, these theories of action are explored and challenged both before and after actions are taken. Data consists of transcriptions of audio recordings from five meetings. Each meeting lasted about 2 hours. The audio recordings were transcribed for analysis purposes. Additionally, reflection notes from the meetings and the principals' action plans were included. By conducting longitudinal content analysis, I aim to uncover patterns, trends, and shifts in opinions and behaviors over time. This approach involves the systematic study of data collected at multiple points, providing valuable context for interpreting changes and developments. This study focus on meetings and progress tracked through principals' stories and reflections. The results will be analyzed in conjunction with data on how teachers and students perceive progress in the school's work and the leader's role. This broader context will allow for connections to be drawn between past events and the current situation.

The study may contribute to understanding the relationship between context and the guidelines it provides for principals leading development work. This insight can be valuable for understanding principals who are less experienced in leading development initiatives and/or who work in school cultures with limited experience in collective development efforts. Preliminary findings indicate that principals find it challenging to move from describing actions, to becoming aware of the leadership strategies they employ in connection with these actions. However, spending time together discussing and reflecting on each phase of the development work seems to be highly beneficial for the less experienced leader. The results indicate that principals need support to make their implicit leadership strategies explicit and on how reflect on why they do what they do, and the consequences of their actions. Discussions often turn into narratives about the actions they plan or have implemented, with superficial explanations like "it went well" or "there was great engagement." It is only when the participating researcher asks for more precise descriptions and inquiries about the leadership strategies that awareness is raised. Timperley (2008) argue that change is often driven by a cyclical process where individuals have their current assumptions challenged through the demonstration of effective alternative practices. The participants in this study have been introduced to models designed to promote reflection, but the findings indicate that there is a need for external support to develop communication within the group. Without awareness of whether these leadership strategies achieve the intended outcomes, learning opportunities will be limited. The findings indicate that leaders need support to shift their focus from specific actions to reflecting on their own leadership practices and what they do as leaders, and how these practices promote change in the schools practice and improvement of student learning in the end.

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