Characteristics of PLC:

1. shared values and vision

a. Wilson, A.(2016). From Professional Practice to Practical Leader: Teacher Leadership in

Professional Learning Communities. International Journal of Teacher Leadership 7(2).
https://files.eric.ed.gov/fulltext/EJ1137497.pdf

- The cultivation of teacher leadership begins with principal leadership and school culture
significantly impacts the sustainability and success of PLCs.
- This study identified deficits in shared leadership, suggesting the need for more collaboration
between school leaders and teachers. Many teachers did not find the work of PLCs meaningful at
their schools.
- Teacher empowerment produces heightened success, which yields a trickledown effect in student
academic performance. However, when schools are governed by an autocratic leadership style
rather than through shared decision-making, a restrictive school culture is cultivated, which stifles
teacher leadership within schools. Consequently, the principal sets the tone for a school’s culture,
thereby affecting the organizational competence of professional learning communities, and the
cultivation of teacher leaders.
- it is evident that teacher leadership and effective professional learning communities move schools
forward and promote student achievement. The collective knowledge and collaboration that exists
within PLCs are factors that contribute to the overall effectiveness of schools.

b. Yang L., & Chia-Ching T., (2018). Research on the Influencing Factors of High School
English Teacher Professional Learning Community Evaluation in Changchun, China.
English Language Teaching, 11 (5). https://files.eric.ed.gov/fulltext/EJ1177086.pdf

- They said that shared and supportive leadership plays an important role in the development of
professional learning community. How to establish a fair, equal and democratic dialogue and
cooperation among professional learning communities in the hierarchical cultural context still
depends on further research and practice.
- This research shows that professional learning communities in the Chinese context shares the
characteristics with western professional learning communities at some degree. The Chinse
professional learning communities exhibit the nature of shared personal practice and collective
learning and application. While English teachers’ perceptions at shared and supportive leadership
and shared value and vision experience a low estimation.

c. Adams, A., (2016). Principal Professional Learning Community Behavior in Low Wealth
High Schools with Higher and Lower Student Achievement as Measured by Mastery Scores
on the New York State Eleventh Grade ELA Regents Exam. Journal for Leadership and
Instruction. https://files.eric.ed.gov/fulltext/EJ1121157.pdf
- Supervisors in the higher achieving schools reported greater agreement with their principal acting
with shared and supportive leadership practices, implementing supportive structures, and
upholding a focus on learning.
- The quality of the dialogue, inquiry, plans of action and evaluations of results seem to be
elements of collaboration most often ignored. School leaders have to raise the quality of dialogue
in all collaborative teams and evaluate their outcomes. A central tactical component here is to
professionally develop assistant principals and department chairs because they are likely to take
the collaborative policies and turn those into collaborative practice.
- Supportive leadership behaviors that were most distinctive in higher achieving schools included
having staff involved in decisions, principals taking advice from staff, and staff being able to
initiate change. Administrative support has been found to be a significant predictor of teachers'
job satisfaction which is an important factor in raising student achievement. School leaders
should focus on developing the capacity of teachers to be involved in decisions, listen to teacher
advice and help teachers initiate changes in practices related to teaching, learning, and supportive
structures at school.
- Supportive leadership was significantly related to all other variables; shared vision, collaboration,
a focus on learning, supportive relationships, and supportive structures. The most critical
constructs that comprised supportive leadership were the principals' capacity to share leadership,
decision making, and the initiation of change with teachers. Highly effective principals develop
the professional capital of their teachers. To raise student mastery, principals, supervisors, and
teachers must be involved in continuous dialogue and inquiry about current practices, desired
results for each student, the implementation of action plans, student gaps in mastery, and the
analysis of results. The principal is the responsible agent for effective shared leadership at the
school.

d. Agsonsua1 P., & Prasertphorn V. (2020). Development of Faculty of Education of

Northeastern University through Professional Learning Community Process. International
Journal of Higher Education 9(6) https://files.eric.ed.gov/fulltext/EJ1277907.pdf

The most valuable and the most essential elements in all learning community development
are trust, respect, growth mindset, risk-taking, commitment, courage and resilience and some
other values. Take trust for an example, trust is a glue and cement to hold things and human
beings together. We must have trust in ourselves, trust in others and also trust in the process.
Mutual trust and relational trust are among the most valuable ingredients for successful and
effective learning and living together. For those who are imbued with growth mindset are
great learners in professional learning community. It takes open-mindedness and courage to
accept failure and threatening feedback. We learn how to be resilient, to be easy with risks
and mistakes. We dare to learn from mistakes and to feel strong in the face of inadequacy.
We grow and be able to live in a “No Blame, No Shame” culture.

2. shared leadership
 a. Cobanoglu, N. (2020). Investigation of Shared Leadership and Organizational Commitment in
Primary and Secondary Schools: Malatya Case. International Journal of Educational
Methodology Volume 6, Issue 3, 613 - 629. https://files.eric.ed.gov/fulltext/EJ1268305.pdf

Leadership in schools is shared among employees and teachers have a high level of commitment
to their schools. Teachers of high age and seniority may tend to maintain the position and dignity
they have achieved in their current school. There is a positive, moderate and meaningful
relationship between shared leadership and organizational commitment. Increasing shared
leadership in schools will also increase organizational commitment.

b. Ward, S., and Graham-Brown, C. (2018) Shared Leadership on a Career and Technical Education
Campus," School Leadership Review: 13 (1), https://files.eric.ed.gov/fulltext/EJ1269713.pdf

- Teachers’ increases in productivity, relational-capacity, and effective teaching practices were all
found to be results of the shared leadership implementation. With these benefits, shared
leadership should be considered by leaders who seek to increase levels of teacher involvement on
campus.
- Effective shared leadership can lead to higher levels of productivity and increased teacher
effectiveness. Further, the implementation of shared leadership can increase participants’
perceived levels of job satisfaction through their impact on the decision-making process. As
shared leadership participants utilize characteristics of 21st century skills, the implementation of
this model of leadership could be beneficial to students who seek to meet workforce demands by
helping them to graduate high school with skills such as collaboration and communication among
teammates.

3. expectation of students’ achievement

Reynolds, K. (2016)Creating Effective Professional Learning Communities (PLCs). Journal of

Graduate Studies in Education, Volume 8, Issue 2,
https://files.eric.ed.gov/fulltext/EJ1230477.pdf
- An effective professional learning community requires collaboration, a learning culture of trust, a
goal-oriented plan, a trustworthy leader, and a committed focus on student achievement. While
collaboration is needed for a PLC, it is the thoughtful conversations and ongoing interdependent
social support that create a collaborative team. A learning culture of trust is formed within the
community, which includes shared beliefs about learning and recognizing the challenge of
overcoming teachers’ different attitudes about learning. As the PLC creates a goal-oriented plan
 that focuses on student learning, teachers are able to develop strong communications. A
trustworthy leader who provides teachers with autonomy, while recognizing and celebrating
success along the way, will also contribute the effectiveness of the PLC. Strong professional
learning communities ensure that school and system goals align with the importance of student
achievement. The most wonderful reward of having an effective PLC is that every student in the
school will benefit from the inspirational work of the team of teachers.

Slack , A. (2019). The Power of Professional Learning: Using PLCs to Enhance Accessibility of
Instruction for English Learners. International Journal of Teacher Leadership
10 (2). https://files.eric.ed.gov/fulltext/EJ1245099.pdf.
- A teacher-leader facilitator with knowledge of both language acquisition and methods to support
adult learning influenced shifts in teacher perceptions, which then resulted in meaningful changes
in teachers’ mindset and practice. My research indicates that skillfully facilitated PLCs can build
shared efficacy and cultures of learning that ensure equitable access to learning for culturally and
linguistically diverse students. longer.
- The most powerful take-away from this research is that being involved in a professional learning
community can make this high-pressure, high-stress job more sustainable, given that a PLC offers
teachers a safe space to learn and grow together. Effectively facilitated PLCs can be a powerful
lever to build a culture of collective efficacy.
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4. mutual support;

5. collective learning

6. work habits

7. social climate

8. organizational arrangement

9. job satisfaction and commitment