Utilizing School-based, Professional Learning Communities to Enhance Physical Education Programs and Facilitate Systems Change (Part 2)

ABSTRACT

Systems change literacy includes the willingness and ability to engage in collective action within and among system components, guided by long-term plans and measured by short-term, achievable “small wins.” While potentially perceived as too “high level” or abstract, it can be helpful to consider that collective action occurs within three units of analysis: (a) people; (b) organizations; and, (c) cross-sector partnerships. Collective action formations are place-based and context-dependent. Professional learning communities (PLCs) can be structured accordingly and potentially utilized for planning and action-oriented advocacy at the district and school levels. This paper represents a theoretical analysis of an action-oriented, structured framework for guiding local advocacy within school-based PLCs. The herein proposed Advocacy Model delineates collective action toward policy change or social promotion as dual functions of effective advocacy. Additionally, six action items for local advocacy are considered within a structured, school-based PLC.

KEYWORDS:

• Physical education
• professional learning communities
• systems
• advocacy

Acknowledgments

The authors would like to acknowledge Dr. Hal Lawson for his vision of The Physical Education System and invaluable guidance and feedback throughout the writing process of this article.

Disclosure Statement

We have no conflicts of interest to disclose.