The Existence of Schools as Professional Learning Community (PLC)

Abstract

The main objective of this research was to depict school as professional learning community (PLC) as a way of continuous professional development (CPD). In this research, case study is used with 4 stages namely: (1) pre-field; (2) field work; (3) data analysis, and (4) evaluation and reporting. The findings of this research indicated that the elements of PLC construction covered commitment, responsibility, usefulness, collaboration collegial, as well as school culture and climate. In school, PLC is formed as a parallel group of teachers dealing with formal and informal forms of activities, having coordinators, focusing themes on improving the quality of teaching-learning services, teacher participation, and internal and external sources. The impacts of PLC on teachers included increasing self-reflection and self-renewal capacities, understanding characteristics, developing potentials, and improving the quality of teaching-learning services. Meanwhile, the role of the principal in this PLC was not only as an instructional leader but also as a motivator and a facilitator. The conclusion of this research states that PLC was able to promote CPD which led to the improvement of teaching-learning service quality. Furthermore, this research suggested a reinforcement of PLC characteristics; a need of schools to be PLCs; an improvement of teacher qualified and teaching-learning service; required integration and synergy of internal and external school resources; providing understanding to the teacher by school principal, the development of school's structural and cultural conditions, establishment of cooperation with various parties, and local governments willingness to take a big role in teacher development.

Strategy for Improving the Quality of Islamic Religious Education Study Programs with Total Quality Management

“…This market pays little attention to price, quality, quality, and adequate network availability. Customers who come to their Islamic Religious Education institutions who have religious affiliations, parents who are alumni of the Islamic Studies Program, or have studied Islamic boarding schools, recitation congregations, hijrah communities, or repentant people who hope to instill good faith, morals, and morals (Furqon et al, 2018;Setiawan et al, 2019).…”

Analysis of Guru Penggerak Programs as Sustainable Professional Development for Teachers

“…Continuous professional development can be carried out in an atmosphere and form that leads to competency achievement and preparing teachers to be able to face the challenges of changing times (Safrizal et al, 2021;Suryana et al, 2021). Several alternative activities that can be carried out by teachers in improving the quality of their competencies are to involve themselves in the agenda of seminars and workshops which are presented in the form of discussions to increase knowledge about their competencies (Furqon, 2019;Furqon et al, 2018;Maiza & Nurhafizah, 2019;Nugraheni & Jailani, 2020). Another thing that is offered is to form a community of teachers to gather and discuss learning problems so that they can be solved together.…”

“…Teachers who have professional competence are expected to be pioneers and drivers as well as sources of inspiration for students and colleagues, able to encourage the growth of positive thinking, be a source of role model, and be a guide for other colleagues in providing solutions related to their learning (Furqon, 2019;Furqon, Komariah, Satori, & Suryana, 2018;Prawitasari & Suharto, 2020) With this meaning, the current government program that proclaimed to accommodate the professionalism of teachers in accordance with national standards was formulated as the Teacher Motivator program as one way to produce prospective leaders and learning innovators for schools and their friends. Therefore, studies related to the teacher driving program as a means of developing teacher professionalism need to be deepened and analyzed more deeply.…”

The Role of the Professional Learning Community to Develop Teacher Leadership

“…The elements that make up PLC include the commitment and responsibility of teachers to continue developing professionalism as an educator, collaborating with colleagues to help each other overcome problems faced by exchanging ideas and experiences in managing teaching and learning activities, as well as a school climate that supports teachers to develop their potential. [15].…”

“…School culture has a role in shaping teacher leadership. Positive teacher leadership results from schools that have a diverse school culture, cooperation between teachers and school administrators in managing to implement a positive school culture [17]. In a culture that supports teacher leadership, all teachers must be consistent and unsaturated to continue learning to develop their professional competences by practicing and integrating new things to meet student needs for student success [9].…”