Professional Learning Community

 In professional learning communities, administrators are viewed as leaders of

leaders (Eaker, Dufour and Burnette, 2002)

 In order to fully implement this dimension, school leadership needs to develop a

shared set of expectations, often focused on student learning and achievement
(Timperley, 2011; Walther-Thomas et al., 1999).

 The vision and values need to be more than a slogan.

 Cosner (2012) described this as “diagnosis followed by intervention” (p. 30). In

other words, in a PLC teachers take time to analyze student data and then adjust
instruction as a result of the information (Crumrine and Demers, 2007).

 Stoll et al., (2012) noted that “opportunities for professional exchange appear to
be further facilitated by proximity” (p. 240).

 The importance of providing time was further identified by LeClerc et al., (2012)
in a study designed to identify factors that influence the functioning of a school as
a PLC.

 In schools where this dimension is practiced teachers are invited by colleagues

to observe instruction and data is shared to promote improved student learning
(Tobia and Hord, 2012)

1.00 - 1.75 very low

1.76 - 2.5 low
2.51 - 3.25 high
3.26 - 4.00 very high