Global conceptualization of the professional learning community process: transitioning from country perspectives to international commonalities

Abstract

Global conceptualization of the professional learning community process: Transitioning from country perspectives to international commonalities Abstract The authors seek to find common PLC structures and actions among global educational systems to enhance understanding and practice. Six international researchers formed the Global Professional Learning Community Network (GloPLCNet), conducted literature reviews of each country’s involvement with PLC actions, and noted similarities and common practices among the school improvement initiatives in five countries. Major constructs were identified, research was conducted (interviews and observations), and themes emerged. A literature review of the constructs led to outcomes. A definition of the Global PLC process, revision of constructs, and further clarification of descriptors were established. External influencing factors were also identified as essential. Finally the awareness that the PLC reculturing effort is guided and influenced by the phases of change was noted. The following are conclusions and implications. In an interdependent world, we recognize the importance of considering viewpoints of multiple global systems. An inclusive knowledge base can develop which prepares educators and citizens for more collaborative international understanding. These conclusions can lead to changes in practice at the school and middle level (district, city, province), and policy changes at the state, province, and national levels.

Additional information

Notes on contributors

Jane B. Huffman

Jane B. Huffman is professor and Mike Moses Endowed Chair of Educational Leadership in the College of Education, University of North Texas, 1155 Union Circle #310740 Denton, TX 76203, USA. Email: [email protected]. She has published numerous national and international peer-reviewed journal articles and chapters, and has co-authored two books with Kris Hipp: Reculturing schools as professional learning communities (Scarecrow Press, 2003) and Demystifying professional learning communities: School leadership at its best (Rowman and Littlefield, 2010). In addition to teaching and researching on topics related to leadership and professional learning communities and serving as lead doctoral advisor, Dr Huffman consults in Australia, Taiwan and Singapore.

Dianne F. Olivier

Dianne F. Olivier is associate professor and the Joan D. & Alexander S. Haig/BORSF Professor of Education in the Department of Educational Foundations and Leadership in the College of Education, University of Louisiana at Lafayette, 200 E. Devalcourt Drive, Lafayette, LA 70506, USA. Email: [email protected]. She teaches doctoral educational leadership and research courses, serves as a doctoral advisor and consults for the Southern Educational Research Board (SREB). Dianne’s research focuses on professional learning communities, educational leadership, change process, school culture and teacher self- and collective efficacy. Dianne has authored and co-authored several chapters and articles on professional learning communities and school leadership.

Ting Wang

Ting Wang is professor in Education and the Director of Transnational Education Programs in the Faculty of Education, Science, Technology and Maths, University of Canberra ACT 2601, Australia. Email: [email protected]. She specializes in educational leadership and management, cross-border educational leadership development, transnational and international education and professional learning communities. She has presented internationally and published numerous book chapters and international peer reviewed journal articles.

Peiying Chen

Peiying Chen is the associate professor in the Department of Education and Graduate Institute of Policy & Administration at National Taiwan Normal University (NTNU). Email: [email protected]. She specialises in research on school improvement, school leadership, professional learning communities, teacher professional development and gender & education. She is the author of ‘Acting Otherwise’ published by RoutledgeFalmer in 2004 and numerous chapters and journal articles. Her work has also been published in such leading international journals as School Effectiveness and School Improvement, Educational Review, School Leadership and Management and domestic journals. She is currently leading the national comprehensive school reform program. She is also the main developer of PLCs workshop nationwide for building school and teachers’ capacity for change.

Salleh Hairon

Salleh Hairon is an assistant professor with the Policy and Leadership Studies at the National Institute of Education, Nanyang Technological University, 1 Nanyang Walk, Singapore 637616. Email: [email protected]. He teaches courses relating to teacher and leadership education and preparation. His 2012 co-authored publication ‘Singapore schools and professional learning communities: teacher professional development and school leadership in an Asian hierarchical system’ was published in Educational Review. Research interests include teacher professional development, teacher learning in communities (specifically, collaborative action research and professional learning communities) and educational leadership.

Nicholas Pang

Nicholas Pang is professor and chairman of the Department of Educational Administration and Policy at the Chinese University of Hong Kong Shatin, N.T., Hong Kong SAR, China. He is also the director of the Hong Kong Centre for the Development of Educational Leadership (HKCDEL). Email: [email protected]. Professor Pang specializes in educational administration, management and leadership, as well as school effectiveness and improvement. He is a sought after presenter and keynote speaker and has published widely, locally and internationally, with five books, as well as numerous book chapters and internationally refereed journal articles.