Within-School Differences in Professional Learning Community Effectiveness: Implications for Leadership

Voelkel, Robert H.; Chrispeels, Janet H.

doi:10.1177/105268461702700305

Cited by 18 publications

(20 citation statements)

References 36 publications

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“…Las investigaciones de Kruse & Johnson (2017), Voelkel & Chrispeels (2017), Oh Song & Choi (2017) en las escuelas de Australia, California (EE.UU) y Corea, respectivamente, destacan la importancia y el impacto del liderazgo en las escuelas donde se desarrolla la CPA. Se afirma que un liderazgo informado permite trabajar respuestas bien informadas para resolver problemas del centro escolar y maximizar el aprendizaje.…”

Section: Importancia De Las Comunidades Profesional De Aprendizaje Como Estrategia De Mejora En La Gestión Escolarunclassified

“…DOI: https://doi.org/10.18800/cige2020.010 investigaciones realizadas en algunas escuelas norteamericanas, europeas y asiáticas sobre el impacto en las escuelas que implementan las CPA (PLC por sus siglas en inglés). Entre ellas se encuentran de Michele & Santos (2016) en Singapur, Dogan, Tatik & Yurtseven (2017) en Turquía, Voelkel & Chrispeels (2017) en Estados Unidos, Kruse & Johnson (2017) en Australia, Oh Song & Choi (2017) en Corea, entre otros.…”

Section: Introductionunclassified

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Las comunidades profesionales de aprendizaje, como estrategia de gestión de las escuelas que aprenden: El caso de una Institución Educativa estatal del Distrito de Ate

Cabrera¹

2021

Repensando La Gestión Escolar Desde Las Investigaciones Y Experiencias

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Las Comunidades Profesionales de Aprendizaje son una estrategia que favorece el desarrollo profesional docente y la mejora de los aprendizajes. La presente investigación, de enfoque cualitativo, tuvo como objetivo responder al problema ¿Cuáles son las percepciones del director y los coordinadores de grado sobre la gestión escolar desde la mirada de las comunidades profesionales de aprendizaje en una institución educativa del distrito de Ate?, y describir las dimensiones de las comunidades profesionales de aprendizaje que se presentan en la gestión escolar. El método es estudio de casos. Se aplicó la entrevista semiestructurada y el Focus Group a los informantes. Las dimensiones presentes en la Gestión escolar son: el Aprendizaje colectivo y su aplicación, el cual se percibe por la disposición de los docentes para trabajar en forma colegiada, estableciendo metas y compartiendo sus experiencias con sus pares para mejorar los aprendizajes, y la visión compartida que genera compromiso e identidad. Considerando los valores como: el respeto, la tolerancia y responsabilidad, el liderazgo del Director como factores importantes para el trabajo colaborativo.

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Section: Importancia De Las Comunidades Profesional De Aprendizaje Como Estrategia De Mejora En La Gestión Escolarunclassified

Section: Introductionunclassified

Las comunidades profesionales de aprendizaje, como estrategia de gestión de las escuelas que aprenden: El caso de una Institución Educativa estatal del Distrito de Ate

Cabrera¹

2021

Repensando La Gestión Escolar Desde Las Investigaciones Y Experiencias

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“…As such, PLCs tend to be underutilized as a critical learning and community building tool that can greatly improve the connectedness between the various elements of professional development processes. In this view, effective PLCs are important elements of sustainable capacity building and systems change efforts (Voelkel and Chrispeels, 2017). As PLCs are a common practice in most schools today, the intentional community building focus of the IPPL has strong potential to strengthen these existing structures and maximize their impact on professional culture and, ultimately, on student supports.…”

Section: Professional Learning Communitiesmentioning

confidence: 99%

Cultivating a Professional Culture of Peace and Inclusion: Conceptualizing Practical Applications of Peace Leadership in Schools

Miller

Abdou

2018

Front. Educ.

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Beyond the role of educating students across all academic domains, school leaders are tasked with the monumental responsibility of creating positive, engaged systems and cultures that embrace the growing cultural, economic, linguistic, and cognitive diversity in the United States landscape. With collective goals to create peaceful learning environments with capacity to serve diverse learners, many school leaders have embraced school-wide prevention and intervention efforts, such as Multi-Tiered Systems of Support (MTSS) for social-emotional and behavioral development of students. Unfortunately, due to the inherent complexities and fragmentation of such efforts, many school leaders have continued to experience significant barriers to sustainable systems change. Throughout the following discussion, the authors argue that the school-wide programs most commonly utilized in schools lack the explicit organizational structures for integrating culturally responsive practice, leadership development, and collaborative community building processes that are essential to sustainable implementation. Therefore, this conceptual paper aims to explore the possibilities for practical applications of the Integral Perspective of Peace Leadership (IPPL, McIntyre Miller and Green, 2015) within school systems change efforts by shifting focus from direct student skill development toward a more integrated and systems-oriented approach aimed at strengthening culture and capacity within communities of educational leaders. The IPPL can "connect the dots" and provide a strong foundation through which school-wide change is possible and more sustainable. By challenging individuals, schools, communities, and organizations to examine and include Innerwork; theories, behaviors and practices, or Knowledge building; Communities of practice; and Environment work, such as systems and global thinking (McIntyre Miller and Green, 2015), the implementation of the IPPL may "challenge issues of violence and aggression and build positive, inclusive social systems and structures" (McIntyre Miller, 2016, p. 223). The purpose of this paper is twofold. First, there is a discussion of how the elements of the IPPL connect to school culture and system change. Second, specific examples, such as character development, mindfulness, school-wide positive behavior supports, social-emotional learning, professional learning communities, home-school connection, systems thinking, and distributed leadership, will demonstrate how school leaders might engage, using consultants and an implementation team, in the work to create positive, equitable school cultures.

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“…collective efficacy among educators and students (Andrews & Lewis, 2007;Bolam et al, 2005;Reeves & DuFour, 2016;Voelkel & Chrispeels, 2017b). A PLC is a community in which ".…”

mentioning

confidence: 99%

“…Yet implementation of PLCs often falls short of these promising results (Burton, 2020;DuFour & Eaker, 2008;Voelkel & Chrispeels, 2017b). One reason may be a lack of understanding of the mental models underlying learning communities, which require a shift from a focus on staff compliance and proficiency, to a focus on collective efficacy and growth (Donohoo et al, 2018;Voelkel, 2022;Voelkel & Chrispeels, 2017b)that is, a shift from instructional management to learning leadership (Hattie, 2009). School leaders may lack insight into how best to support these shifts in values and practice, particularly if they were not provided with appropriate training in PLC culture in their principal preparation programs (Voelkel & Chrispeels, 2017b).…”

mentioning

confidence: 99%

Developing Learning Leaders: How Modeling PLC Culture in Principal Preparation Can Shift the Leadership Views of Aspiring Administrators

Lash

Burton

Usinger

2023

Journal of Research on Leadership Education

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While scholars argue that school administrators should cultivate a culture of learning and efficacy among staff, little is known about how to develop learning leaders. This study investigated whether a principal preparation course that modeled a Professional Learning Community and utilized Powerful Learning Experiences (PLEs) could shift the mental models of aspiring leaders toward learning leadership. A qualitative analysis of weekly journal entries indicated that the course supported half of students in developing learning leadership values, one entered disequilibrium, and the others remained management oriented. We argue that developing learning leaders requires greater exposure to PLEs throughout their principal preparation.

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Within-School Differences in Professional Learning Community Effectiveness: Implications for Leadership

Cited by 18 publications

References 36 publications

Las comunidades profesionales de aprendizaje, como estrategia de gestión de las escuelas que aprenden: El caso de una Institución Educativa estatal del Distrito de Ate

Las comunidades profesionales de aprendizaje, como estrategia de gestión de las escuelas que aprenden: El caso de una Institución Educativa estatal del Distrito de Ate

Cultivating a Professional Culture of Peace and Inclusion: Conceptualizing Practical Applications of Peace Leadership in Schools

Developing Learning Leaders: How Modeling PLC Culture in Principal Preparation Can Shift the Leadership Views of Aspiring Administrators

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