26 SES 06 B, Educational Leadership
Parallel Paper Session
This research focuses on the school as a professional learning community (PLC), in order to gain a better understanding of this mode of operation. In the first phase, we described the three stages in the progression of a PLC using the seven indicators depicted in the literature. The second phase clearly highlighted the key roles played by the school administration as well as what teachers expect from their administration, given the stage reached by the school. This presentation will focus on the second phase of the research, with the objective of supporting school administrators wanting to assist their school in implementing a PLC as a tool to improve academic success.
The reform undertaken in Canada by the Ontario Ministry of Education (OME) in connection with the teaching of literacy requires schools to extensively modify their mode of operation in order to promote the continuing professional development of teachers through the use of PLC’s (OME 2003, 2004, 2005; Literacy and Numeracy Secretariat, 2007). This requires the presence of several attributes – a shared vision for the school; a staff environment and a physical setting that allow teachers to collaborate, learn and share; a mutually respectful culture within the school; a display of leadership skills by both administrators and teachers; the dissemination of expertise; and, group learning (Dibbon, 2000; Eaker, Dufour and Dufour, 2004; Dufour and Eaker. 2004; Gather-Thurler, 2000; Hipp and Huffan, 2003; Hord,1997; Miller, 2005). The progression of a school as a PLC has been defined in terms of three stages: the initiation, the implementation and the integration (Leclerc and Moreau, 2008).
School administrators are expected to have many roles in promoting this mode of operation, such as establishing a vision for the school, creating a sharing environment and providing the resources and quality time necessary for collaborative meetings (Eaker, Dufour and Dufour, 2002; 2004; Huffman, 2003; Leclerc, Moreau and Leclerc-Morin, 2007; Leonard and Leonard, 2003). It is imperative, however, to understand if the roles performed by administrators vary according to the stage reached by the school. The current research will allow us to answer the following questions: According to teachers, what are the key roles that the school administration must fulfil in order to promote working as a PLC? Do these roles vary according to the stage of progression reached by the school?
Chevalier, J. (2006). Les Systèmes d’analyse sociale. On-line : http://sas-pm.com. Dibbon, D. (2000). Diagnosing the extent of organisational learning capacity in Schools. Advances in Research and Theories of School : Management and Educational Policy, 4, JAI Press Inc, 211-236. Dufour, R. & Eaker, R. (2004). Communautés d’apprentissage professionnelles : Méthodes d’amélioration du rendement scolaire. Bloomington (IN) : National Education Service, et Alexandria (VA) : Association for Supervision and Curriculum Development. Eaker, R., DuFour, R., & DuFour, R. (2002). Getting started: Reculturing schools to become professional learning communities. Bloomington, IN: National Educational Service. Hipp, K. K. & Huffman, J. B. (2003). Professionnal Learning Communities: Assessment-Development-Effects. Paper presented at the International Congress for School Effectiveness and improvement, Sydney, Australia, January, 5-8. Hord, S. M. (1997). Professionnal Learning Communities : Communities of continuous inquiry and improvement. Autin, TX : Southwest Educational Development Laboratory. Huffman, J. (2003). The Role of Shared Values and Vision in Creating Professional Learning Communities, Nassp Bulletin, 87 (637), 21-34. Leclerc, M. et Moreau, A. C (2008). Vers la réussite en littératie : Où en sommes-nous? Rapport de recherche. Gatineau : Université du Québec en Outaouais. On-line: http://w3.uqo.ca/erli/presentation/default.htm Leclerc, M., Moreau, A. C., & Leclerc-Morin, M. (2007). Modèle de réussite d'une communauté d'apprentissage professionnelle : La dynamique causale comme outil de dialogue et d'analyse. Éducation et francophonie : Publication de l'association canadienne d'éducation de langue française (ACELF), XXXV(2), 153-171. Leonard, L. & Leonard, P. (2003). The Continuing Trouble with Collaboration: Teachers Talk. Current Issues in Education 6 (1). On-line: http://cie.ed.asu.edu/volume6/number15/ Ministère de l’Éducation de l’Ontario (2005). L’éducation pour tous : Rapport de la Table ronde des experts pour l’enseignement en matière de littératie et de numératie pour les élèves ayant des besoins particuliers de la maternelle à la 6e année. Toronto : ministère de l’Éducation.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
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Network 10. Teacher Education Research
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Network 12. LISnet - Library and Information Science Network
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Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
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Network 20. Research in Innovative Intercultural Learning Environments
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Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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