Professional development of supervisors through professional learning communities

Abstract

This article presents the results of a study involving members of a community of practice composed of school principals and vice-principals and department heads who became responsible for faculty evaluations following the implementation of the Program Evaluation of Teachers (NBDE, 1999). Nine CP meetings were examined to gain insight on how this setting enabled these teaching supervisors to collectively train and enhance their practice, specifically with regard to their new role and the proposed program. Our analysis was based on Wenger’s social theory of learning, with particular emphasis on teaching practices (learning by doing). Results shed light on (1) the structural challenges impeding the program’s implementation and (2) the inherent aspects of its integration and proposed solutions to facilitate change in supervisory practices. Two themes emerged during the study: participation or the construction of meaning (various evaluation concepts) and reification (various concepts in terms of tools or practices).

Acknowledgements

We thank the Social Sciences and Humanities Research Council, which funded this project, District 11, which authorized its staff to participate in this Professional Learning Communities and the participants.

Additional information

Notes on contributors

Yamina Bouchamma

Yamina Bouchamma is full professor at the Department of Foundations and Practices in Education at Université Laval, Québec (Québec), G1V 0A6, Canada. E-mail: [email protected]. Her areas of research are academic achievement, exemplary schools, minority groups, immigration, professional learning communities, and communities of practice.

Clémence Michaud

Clémence Michaud is full professor at Université de Moncton, Pavillon jeanne-de-Valois B149, Moncton, NBE1A3E9, Canada. E-mail: [email protected].. Her areas of research are the management of change in education, accompanying the change, training of teachers, reflexive analysis, communities of practice and professional learning communities.