Leadership change design: a professional learning community (PLC) project in eastern Indonesia

Abstract

<span>A professional learning community (PLC) is a long-term sustainable program that can replace professional development (PD) to enable teachers to become teacher leaders and school principals to become instructional leaders. Using a case study from the establishment of the PLC project in 10 schools of Eastern Indonesia (Saparua island, Maluku), this research develops a progressive leadership change model through an ADDIE instructional design that changes school leadership. The research aims to investigate how to identify the most effective leadership change model by exploring differrent forms of learning communities between school principals and teachers. Using an action research approach to solve the problem, the data were collected over a 10-month period when the PLC project activities took place and embedded them as empirical materials that complement each other. The findings show that the leadership change design through PLC runs effectively if value alignment occurs between school principals and teachers after the open environment is established. The data also highlight that aligned values must be embedded as school identities, whereas a school principal must act as a change leader in order to ensure that these changes are sustainable. This study concludes by proposing policy recommendations for policy makers and education stakeholders on how to develop PD and PLC in <br /> Indonesian schools.</span>

Perspectives on the challenges of leadership in schools to improve student learning systems

“…According to Mullen and Jones [22], if the primary educational goal of progressive schools is to create and maintain more democratic schools by enabling the growth of teachers as responsible leaders to become more professional, then they must be given the opportunity to develop as leaders who are democratically responsible, in the classroom that is the responsibility of the teacher. According to Bush and Glover [23], the importance of leadership in schools that have been developed into leadership theory and this is very useful for teachers and school principals, and leadership changes are most effective with discussions about forms of learning between principals and teachers [24]. In accordance with the role of school leadership, is the center of attention about change and organizational development going forward [25].…”

Quality Criteria to Evaluate Performance and Scope of 2030 Agenda in Metropolitan Areas: Case Study on Strategic Planning of Environmental Municipality Management

“…Therefore, in our case, by taking strategic planning to the design and implementation of sustainable municipal management models built out of the principles of deliberative democracy, we would be talking about a networked or relational municipal government model based on participation and political leadership [43][44][45]. The following diagram ( Figure 2) illustrates the different poles that can result from a combination of both aspects, marking as a favourable scenario for the elaboration of strategic plans in those cases in which there is high participation and marked political leadership [46].…”

Quality Criteria to Evaluate Performant and Scope of 2030 Agenda in Metropolitan Areas: Case Study on Strategic Planning of Environmental Municipality Management

“…In our case, by taking strategic planning to the design and implementation of sustainable municipal management models built out of the principles of deliberative democracy, we would be talking about a networked or relational municipal government model based on participation and political leadership [30,31,32]. The following diagram ( Figure 2) illustrates the different poles that can result from a combination of both aspects, marking as a favourable scenario for the elaboration of Strategic Plans those cases in which there is high participation and marked political leadership [33]: In general and, taking into account the four axes mentioned above, Participatory Strategic Planning applied to the development of sustainable municipal management models, is defined by four dimensions that govern its methodological process and its objectives, becoming an ideal method for the development of participatory processes at a municipal level ( This intervention methodology, in the case of municipal environmental management, favours the definition of future scenarios that, in this case, translates into city and territory management models adapted to demands and the starting situation, from an approach focused on consensus and citizen dialogue in decision-making.…”