Keeping track of the development of professional learning communities in schools: the construction of two qualitative classification instruments

Abstract

For investigating a comprehensive PLC framework, instruments are needed that capture the multi-layered PLC characteristics and that take into account the complex influencing educational context. Such instruments are currently lacking. This study aims at describing the development and validation of two qualitative classification instruments usable for systematically identifying changes in PLCs. The 11 characteristics and accompanying behavioural and attitudinal indicators of a recently designed PLC framework were converted into codes and measuring values. For this conversion the 'directed content analysis approach' was used. The result is two classification instruments that can be used to collect and classify behavioural and attitudinal data from interviews and observations. The instruments cover all the characteristics, respectively indicators of the PLC framework and are suitable for validation by triangulation. This study contributes to the methodology for investigating PLCs by presenting two theoretically grounded and validated sets of codes, and two sets of measuring values. The latter is important for systematically developing knowledge on PLCs in educational practice. In everyday educational practice the instruments can be used to determine the state of the PLC and steps can be taken to stimulate its development.

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“…Teaching and staff development should be a priority. F. Huijboom et al (2019) explain that PLCs believe in community: they appreciate dialogue in collaboration and a culture of inquiry. The principal has to create conditions for this to take place in the school.…”

Teachers and principals’ assessment of schools as professional learning communities in a district in the North-West Province of South Africa

“…According to them, participating in PLC activities at the school improves teachers' pedagogical leadership skills and learners' performance. F. Huijboom et al (2019) noted that lasting change can be achieved in schools through the establishment of PLCs. While L. Ni et al (2023) define PLCs as schools where teachers are engaged in reflective practice, problem-solving, and expanding educators' views, V. Vescio et al (2008) argue that PLCs help remove the negative behaviour that some teachers and learners bring to schools and positively impact the school teaching processes.…”

Untangling collegiality and distributed leadership: Equality versus utility. A perspective piece

“…Going to the other end of the spectrum – professional learning communities – collegiality will not only have a place, but be essential (Huijboom et al, 2020). Professional learning communities may be vehicles for the definition and promotion of disparate roles and responsibilities, critical discussion and even external evaluation (Brown et al, 2020), but, arguably, openness and trust are required for their optimisation, both of which qualities flourish in an environment conditioned by equality.…”