Leading Professional Learning Communities: Voices From Research and Practice

Shirley M. Hord · William A. Sommers

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Teacher Education and Leadership Studies Educational Leadership and Practices Organizational Learning and Leadership

Abstract

Foreword by Andy Hargreaves Preface Acknowledgments About the Authors 1. What Is a PLC? Professional Learning Communities: Definitions and Effects 2. Why Leadership? Leadership Imperatives for Professional Learning Communities 3. Culture and Context, Structures and Schedules, Policies and Procedures 4. Creating Conditions to Get Started 5. What Are the Skills Needed to Build Professional Learning Communities? 6. Where Are We? Where Should We Be? Who Is Monitoring Our Work? 7. What Have We Learned? References Index

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2011Singapore schools and professional learning communities: teacher professional development and school leadership in an Asian hierarchical system 2018Exploring the relationships among instructional leadership, professional learning communities and teacher self-efficacy in China 2010Tools for the Study and Design of Collaborative Teacher Learning: The Affordances of Different Conceptions of Teacher Community and Activity Theory 2015Exploring the Characteristics of Professional Learning Communities in China: A Mixed-Method Study 2018Schools as Professional Learning Communities 2016School leadership and professional learning community: case study of two senior high schools in Northeast China 2014Novice teachers’ perceptions of school climate and self-efficacy 2015Enabling school structures, collegial trust and academic emphasis

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