The Importance of Professional Learning Communities for School Improvement

doi:10.4236/ce.2013.45052

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Creative Education

2013. Vol.4, No.5, 357-361

Published Online May 2013 in SciRes (http://www.scirp.org/journal/ce) http://dx.doi.org/10.4236/ce.2013.45052

The Importance of Professional Learning Communities

for School Improvement

Leslie Jones, Gregg Stall, Debra Yarbrough

College of Education, Nicholls State Univers ity, Thibodaux, U SA

Email: [email protected]

Received February 16th, 2013; revised March 18th, 2013; accepted March 31st, 2013

tribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the

original work is properly cited.

In this article, we begin with a discussion of the development and sustaining of professional learning

communities. We proposed that PLCs can be an effective form of professional development for teachers.

This professional development can be facilitated by the principal. The necessary cultural components for

effective professional learning communities are also included. Embedded in the discussion is the role of

the principal in facilitating the PLCs and facilitating the positive culture.

Keywords: Professional Learning Communities; School Improvement; Professional Development

Introduction

Professional Learning Communities are difficult to define

because th e y are NOT new pres c r ipt ions , prog rams, model s; nor

innovations. Like many concepts in education, PLCs have dif-

ferent interpretations and levels of implementation for different

professionals. There are frequently many initiatives and pro-

grams implemented in K-12 schools and College of Educa-

tion/Teacher Preparation programs to target school improv ement

and student achievement. Teachers and school leaders are at the

core of, student learning , achievement, and school improvement.

One of th e re asons PLCs in an y i mpl ementat ion l evel is viabl e is

because they are means to engage educators especially school

leaders and teachers within the work environment.

In the perspectives of PLCs cited by the Center for Compre-

hensive School Reform and Improvement

(http://www.centerforscris.org,) terms like “ongoing,” “collabora-

tiation” and “student learning/achievement” are repeated which

validates the potential principles of PLCs to inform practice

through collegiality. PLCs involve infrastructure changes that

lead to continuous school improvement (Hord, 1997). The ulti-

mate benefit for professional learning communities is improved

instructional practices which lead to improved student achievement.

In this article, we begin with a discussion of the development

and sustaining of professional learning communities. We pro-

posed that PLCs can be an effective form of professional devel-

opment for teachers. This professional development can be

facilitated by the principal. The necessary cultural components

for effective professional learning communities are also in-

cluded. Embedded in the discussion is the role of the principa l in

facilitating the PLCs and facilitating the positive culture.

Developing and Sustaining Professional

Learning Communities (PLCs as

Professional Development)

There are obvious challenges to developing and sustaining

professional learning communities. According to Fullan (2009)

in his observations of schools, many educators suggest that their

schools have professional learning communities, and the cul-

tures in the schools are not reflective of sharing and other es-

sential attributes. Collaboration and collegiality are obviously

necessary att r i b utes of learning communiti e s .

It is more important for concepts like professional learning

teams to be applied in schools rather than quickly using the

verbiage. Unfortunately, the conceptualization and thinking do

not travel as rapidly as the verbiage in most professio nal settings.

Dufour and Colleagues (2006) suggest in the second edition of

the Learning by Doing: A Handbook for Professional Learning

Communities at Work that the terms—professional learning

communities have been used too loosely recen tly to descr ibe any

“loose coupling of individuals who share a common interest in

education.” The concept of professional learning communities

initiated in business.

The verbiage “learning organization” was first used by Senge

in 1990 for the purposes of businesses. The educational context

was translated by S ergiovanni in 1994 from Senge’s work. It was

not until 1997 that Shirley Hord used the terms—professional

learning communities aligned with her work with the Southern

Educational Research Laboratories (SEDL). The following are

the five descriptors of Professional Learning Communities

suggested by Hord:

 Supportive and shared leadership;

 Shared values and vision;

 Collective learning and application;

 Shared person a l p r ac tice; and

 Supportive conditions.

Hipp & Huffman (2010) elaborated on Hord’s perspective of

professional learning communities and define each of the pre-

viously cited components. Since 1990, multiple perspectives of

learning c o mmunities h a ve been presented . The asser t i o n s made

by the Dufour & Colleagues (2006) about characteristics of

learning communities are emphasized in the perspective of

L. JONES ET AL.

Blankstien. Blankstien (2010) suggests that there are six princi-

ples essential in schools with Professional Learning Communi-

ties:

 Principle 1—Common mission, vision, values, and goals;

 Principle 2—Ensuring achievement for all students;

 Principle 3—Collaborative team ing focused on teaching and

learning;

 Principle 4—Using data to guide decision making and con-

tinuous improvement;

 Principle 5—Gaining active engagement from family and

community; and

 Principle 6—Building sustainable leadership capacity.

Dufour and colleagues (2006) contend that commitment to th e

learning of each student is key in learning communities. This

notion parallels Blankstien’s (2010) Principle two. Prin ciple four

reflects the need for educators to use data to inform practice

(Blankstien, 2010). It has been our experience that there is a

great deal of data prevalent in schools. The challenge for edu-

cators is using the data in relevant ways. Student data must be

used to inform instructional decisions of educators.

A second noted principle by Dufour and Colleagues (2006) is

that there is a shift of focus from teaching to learning. Teacher

behaviors were once a focus in classrooms. When observations

were conducted by supervisors of teachers in the 90s; supervi-

sors noted the behaviors and dispositions of teachers. Engaging

students has become the critical focus. This notion corresponds

with Principle three of Blankstien (2010).

There is so much val ue in tea chers colla borating a s it rela tes to

instructional strategies and practices focusing on the needs of

learners. School leaders play a critical role in creating the cul-

tures for the collaboration to take place. In some instances,

school leaders should facilitate the collaboration.

The advantages of including professional learning communi-

ties have been well documented in the literature since the 80s.

There have been varying ways to approach the concept of pro-

fessional learning communities and adjustments to the concept

since the 80s. It is also noteworthy that several professional

associations have noted the importance of professional learning

communities including the National Commission on Teaching

and America’s Future, the National Education Association, The

American Federal of Teachers, and the National Association of

Elementary School Principals.

According to the Anneberg Institute (2003,) the following are

the key benefits of professional learning communities:

 Building productive relationships that are required to col-

laborate, partner, reflect, and act to carry out school-im-

provement programs;

 Engaging educators at all levels in collective, consistent and

context-specific learning ;

 Addressing inequities in teaching and learning opportunities

by supporting teachers who work with students r equiring the

most assistance; and

 Promoting efforts to improve results in terms of schools and

system culture, teacher practice and learning.

Brady and McColl (2010) noted the relevance of educators

shifting their thinking to the learning of students. To truly use

data well while focusing on learning, educators should have

clear definitions of assessments with clear purposes of assess-

ments. There is a tendency for teachers to constantly test and/or

assess students. Assessments should be meaningful with clear

expectations for students.

Obviously, the fundamentals of professional learning com-

munities must be present for the communities to function and to

be sustained. Professional development facilitated by school

leaders can be the most effective form of professional devel-

opment. Darling-Hammond and colleagues (2009) suggest that

professional l earning comm unities work when th ey are sustain ed,

school-based and embedded in the daily work of teachers.

Providing opportunities for effective professional develop-

ment is one manner for school leaders to begin to build learning

communities. Hord (1997) emphasizes the role of the leader in

sharing decision-making with teachers. Professional develop-

ment can be most effective when the school leader involves

teachers in setting individual goals rather than dictating the

parameters for teachers. Leaders must also share power and

authority with teachers (Hord, 1997).

One example of a need to e mbed professional development in

the daily work of teachers is that during informal conversations

and class discussions with practicing teachers, man y suggest that

professional development in their districts is not necessarily

linked to the needs of the teacher s. Som e district leaders hip have

sponsored huge professional development initiatives at the

beginning of the school year where all teachers across all grade

levels and disciplines meet in an auditorium for an entire day

with an expert on a relevant issue for the district that may not be

specific enough to meet the needs of teachers at a challenged

school or the individual needs of teachers. There is so much

information in the literature on differentiating instructional

needs for students. It is also important to differentiate the pro-

fessional development needs for teachers.

Experience has taught us that the following concepts are

critical for meaningful professional development: time and

organization, relevance, follow-up. Many districts have the first

days of school calendars designated for professional devel-

opment. Although this may appear as an appropriate and logical

time, most teachers are most concerned with classroom organi-

zation, the classes that they will be teaching, etc. Therefore, the

focus on the professional development becomes rather limited.

Timing is so critic al.

There are other instances when professional development is

scheduled at the end of the work day when teachers have been

frustra ted by the co mplexity of challenge s of the day. The most

effective time for professional development is during working

hours particularly when teachers are energetic and can work.

Effective professional development planning should allow time

during the instructional day for teachers to discuss the critical

components of lesson planning; what is working and what is not

working; and pertinent issues linked to the needs of the students .

Previously, we cited and discussed the need for the shift to

occur in the thinking of educators with a focus on learning. As

educators focus on the learn ing of students, it is fundamental for

educators to observe assessment data. Scheduling Professional

learning communities during the school day is an excellent op-

portunity for edu cators to ana lyze and re-di rect instruct ion based

on the findings of data. There is an important component of data

analyses for focusing on individual students, and there is a com-

ponent for focusing on whole class performances.

Many schools and school districts are beginning to use data

rooms or data walls. Typically, there are more forms of as-

sessments in elementary schools. In data rooms or on data walls,

teachers can view the scores of an entire class on EAGLE or

DIBELS. When an entire class is under-performing on a skill,

this is an indication for the teacher to re-teach the skill in com-

parison to one or two students in a class under-performing.

358

L. JONES ET AL.

Schmoker (2011) discusses the importance for educators in

the teaching and learning process for/of students as simplicity,

clarity, and priority in Focus. He feels that there are three ele-

ments that educators should approach with diligence and sim-

plicity—what is taught; how it is taught; and authentic literacy.

We raise these notions because Schmoker (2011) specifically

emphasizes the importance of learning communities for educa-

tors as educators focus on what is taught, how it is taught, and

authentic literacy.

Assessments for educators of st udents in the learning process

of what is taught and how it is taught are so crucial. Educators

must collect data and/or reflect on the prior knowledge levels of

learners, learnin g styles of l earners , and oth er pert inent vari ables.

This information must also be used in the how it is taught.

Schmoker (2011) discusses the—what is taught as the cur-

riculum. He notes that the curriculum should be coherent with

topics and standards. The Common Core is presently being

adopted in many states across the country, and the Partnership

for Assessment of Readiness for College and Careers (PARCC)

assessm ents are the standa rdized measure s of the Common Core.

Grade level expectations are currently in place in many states.

One of the premises of the Common Core is to “raise the bar ” on

what is taught at each grade level. Competencies that were in

fifth grade are in third grade for the Common Core

(http://www.corestandards.org/).

Schomoker (2011) describes The How We Teach as “ordinary,

structurally sound lessons that employ the same basic formula

that educators have known for decades but few implement con-

sistently.” Again, it is important for educators to use data perti-

nent to students needs to inform methodology.

Revisiting the concept of professional development at the

beginning of the school year—relevance is always such a critical

variable. When all the teachers and other professional staff

gather at one location, it is very difficult to have the individuals

focus on what is relevant for the school year. Teachers are most

distracted by re-acquainting with colleagues after the summer

break. We have experienced many district-wide initiatives like

the adopting of reading programs, special education programs,

and computer-based programs. However, it is difficult for a

district-wide training to be facilitated that is relevant for all

teachers across disciplines and/or g rade levels. Th ere is t ypically

a great need for specificity for schools and teachers.

To ensure effectiveness with implementation of professional

development, it is so vital to have follow-up. The most practical

kind of follow-up is for professionals in the building or at

minimum within the district to be able to answer pertinent

questions for teachers. It does not matter how effectively pro-

fessional development is facilitated; teachers will have questions

as implementation is occurring. And, it is necessary for teachers

to be able to obtain feedback quickly.

The research findings of Fullan (2009) support the dis-con-

nectivity of the work of teachers with their professional devel-

opment. He suggests that only ten to twenty percent of teac hers

experience meaningful professional development. Furthermore,

ninety percent of teachers have participated in short term con-

ferences or workshops. Engaging teachers in meaningful dis-

cussions linked to practices based on the pertinent student

populations is a challenge for professional learning communi-

ties.

Schlager & Fusco (2003) made similar assertions regarding

school based professional development. They suggest that mis-

aligned pedagogical content can be a challenge when teachers

are unable t o connect t he profess ion al developmen t w it h teacher

practices. It is so important for planning to accompany profes-

sional development so that there are not gaps and redundancies

in training. We note that the school leader as an instructional

leader plays a critical role in ensuring that the professional de-

velopment is aligned with teacher practices; is meaningful and

organized; and that the relevant follow-up occurs.

The Necessary Culture for Professional

Learning Communities

Previously we cited that the verbiage of professional learning

communities is often us ed and referred to any “loose coupl ing of

individuals who share a common interest in educat ion.” We have

also cited pr inci ples a nd char act eris ti cs t h at ar e es s ential for true

professional learning communities to exist. Olivier, Hipp, &

Huffman (2003) revised and used extensively an instrument to

measure the extent to which professional learning communities

exist in schools and school districts. Th e assessment is a 52-ite m

instrument that assesses shared and supportive leadership,

shared values and vision, collective learning and application,

shared personal practice, supportive conditions—both structural

and relationship based.

There are theorists who note the role of the school leader

as critical to instructional leadership and to facilitating the

culture for true professional learning communities. Schools

with strong cultures have ten attributes as suggested by Smith

and Andrews (1989). Those attributes are:

 Places priority of curriculum and instruction issues;

 Is dedicated to the goals of the school and school district;

 Is able to rally and mobilize resources to accomplish the

goals of the district and school;

 Creates a climate of high expectations in the school, char-

acterized by a tone of respect for teachers, students, parents,

and the community;

 Functions as a lea der with direct involvement in instruction al

policy;

 Continually monitors student progress toward school achi-

evement and teacher effectiv e ne ss;

 Demonstrates commitment to academic goals, shown by the

ability to develop and articulate a clear vision or long-term

goals for the school;

 Effectively consults with others by involving the faculty and

other groups in the school decision processes;

 Effectively and efficiently mobilizes resources such as ma-

terials, time, and support to enable the school and its per-

sonnel to most effectively meet academic goals;

 Recognize time as a scarce resource and creates order and

discipline by minimizing factors that may disrupt the learn-

ing process.

Wagner and Phillips (2003) note that the two most important

variables in school culture are collegiality and efficacy. They

feel that professional collaboration is essential. That is, staff

members should work together regarding professional issues.

Indicators of the presence of collegiality are when people feel

included, when people feel valued, and when a sense of com-

munity is prevalen t.

There are also cl ear indicators when co llegiality d oes not exist.

When individuals in the work environment play the “blame

game”, collegiality is not present. There is a tendency in K-12

environments for some educators to blame other educators for

the under-performance of students. Teachers in critical testing

L. JONES ET AL.

grades will often suggest that the teachers of the lower testing

grades are responsible for the skills that students lack.

Kennedy (2003) discusses the need for teachers to collaborate

and the value of collaboration pertinent to school improvement.

In some instances, competitive spirits exist that create competi-

tion among colleagues that is not positive. Collegiality does not

exist when participants operate in isolation. Teamwork is es-

sential for positive cultures and for professional learning com-

munities.

Efficacy is present when participants feel ownership in the

work environment. Ownership from employees is so valuable to

both promoting positive cultures and to sustaining professional

learning communities. In schools where efficacy is present,

employees also feel that they can influence important decisions;

participants are proactive; and participants are problem solvers.

The language used by educators is a clear indication of the

absence of efficacy. When staff members use phrases like “I

don’t know, I only work here;” “somebody should do something

about this;” “we might make it through the year;” “we could

never do that;” and “I can stick it out until I retire;” these are

clear indicators that efficacy is not prevalent in the work envi-

ronment.

Many of the knowledge, skill, and dispositions necessary for

leaders to exhibit are indicators on the revised professional

learning communities’ assessment. For the shared and suppor-

tive leadership section of the instrument, many of these attrib-

utes are directly linked to the school leader facilitating a strong

culture. Involving staff members in decision making by school

leaders is so critical to having staff members feel empowered.

The involvement also requires that the school leaders provide

information to staff members and incorporates the advice from

staff members in decision making.

It is so vit al for sc hool lead ers to commit to involv ing teach ers

in decision-making. The concept of participatory decision-

making is often verbalized but not us ed to t he ext ent that it coul d

be across teacher committees within schools especially as it

relates to classroom practices. There are often specific curricula

issues that staff memb ers should be involved in to initiate change

that is advantageous for student learning. It is important to reit-

erate that there must be strong emphases on meeting the needs of

learners.

The powerful notion regarding staff empowerment and in-

volving teachers in decision-making is an opportunity for edu-

cators to have ownership in school buildings if provided. When

teachers are involved for instance in selecting the curriculum or

something as simple as a strategy, the teachers will work harder

at implementation of the curriculum or strategy. Furthermore,

educators will take responsibility in the process and hold them-

selves as well as others accountable.

A possible unintended impact which is very positive takes

place as w ell throu gh the involv ement of the leade r of teach ers in

decision-making. When this practice is implemented multiple

times, leadership capacity is established—which obviously fa-

cilitates the collegiality, collaboration, and other attributes in

schools associated with strong cultures. The obvious benefit of

strong cultures is higher performing teachers which ultimately

lead to higher performing students. All educators know that ther e

is strong interrelationship between/among teacher motivation

and student motivation. Greater teacher motivation impacts

student motivation.

On the second section of the Professional Learning Commu-

nities Assessment—Revised, shared values and vision are ad-

dressed. There are different perspectives about the visioning

process and the r ole of th e school lead er in th e process. Howeve r,

we feel that the v i s i o n may originate within teacher s o r any st af f

members, but the principal has the responsibility in the facili-

tating, communicating, and providi ng the opportunity for growth.

The principal must also be an instructional leader and a cur-

ricular leader.

Developing a vision is a critical component of school im-

provement for school leaders. A vision is much more than the

articulation of statements and beliefs. It reflects the continuous

reflection, action, re-evaluation, and communication among the

principal and staff. It is essential for school leaders to have

visions for schools that are communicated and shared by the

faculty, staff, students, parents, and school community. Inclusive

of the school goals, the vision provides a realistic perception of

present functional levels of students-academic, disciplinary, and

all other aspects deemed critical for school improvement.

The vision becomes critical for school improvement because

it also includes the desired functional levels—providing the

framework for action steps toward improvement. Therefore, the

short and long term goals are established based on the present

levels of academic, behavioral, and other pertinent variables

revealed in data analyses.

It was stated as early as 1998, that the readiness for vision

must be created in schools (Lashway, 1998). The principal must

create a culture and climate for change. All participants should

have the opportunity to examine their thinking which can be

achieved through forming study groups, visiting schools that

have restructured, or collecting data that challenges present

assumptions. Guiding characteristics and action steps regarding

the vision may originate by teachers, but the principal must play

the greatest role in helping to facilitate.

The shared vision “sets the stage” for many aspects in the

school community particularly aligned to the culture. The pro-

grams and policies must be aligned with the vision—specifically,

programs and policies that impact achievement because of the

important link to school improvement driven by the vision.

Ultimately, all decision-making has to align with the values of

the school and the vision.

Conclusion

We previously discussed the notion that terms are often used

frequently in professional settings; however, the conceptualiza-

tion and thinking are not in ternalized at the levels they should be.

Fullan (2009) noted that this is a large scale problem of reform.

Many school employees suggest that prof essional learning com-

munities are in place when fragmented components are included.

Professional Learning Communities are systemic in that the

infrastructure in schools must change.

The challenge of establishing and sustaining professional

learning communities is coupled with the notion that educators

are involved with many complex responsibilities affiliated with

the jobs of meeting the needs of students.

With a considerable amount of clarity and improved cultures,

educators in professional learning communities report that the

job becomes easier when learning communities are in place.

However, there are no short routes to cr eating professional learn-

ing commun ities. Consistency w ith the comm on goals for staff i s

critical.

It is also critical for the p ractices an d beliefs, assum ptions, and

expectations of Professional Learning Communities to be em-

360

L. JONES ET AL.

braced for true transformation. The structural changes like poli-

cies, procedures, and programs provide the foundation. The new

competencies and commitment exhibited by teachers are keys

for sustainability of Professional Learning Communities.

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