The Role of Shared Values and Vision in Creating Professional Learning Communities

  title={The Role of Shared Values and Vision in Creating Professional Learning Communities},
  author={Jane B. Huffman},
  journal={NASSP Bulletin},
  pages={21 - 34}
Defining a vision based on shared values is a crucial step that administrators must consider as they lead their schools through reform efforts. This article reports findings from a national study of creating professional learning communities in schools and how an organizationalframework helped to explain vision development in 18 schools. Recommendations for principals to provide support to faculty members are offered. 

Creating and Sustaining Effective Professional Learning Communities

This report summarises the main finding from the Creating and Sustaining Effective Professional Learning Communities (EPLC) project, funded by the Department for Education and Skills (DfES), the

A National Perspective: An Exploration of Professional Learning Communities and the Impact on School Improvement Efforts.

A Nation at Risk, Goals 2000, and No Child Left Behind are examples of external factors that compel educational leaders at local schools and districts to explore reform initiatives in order to meet

Professional Learning Communities: A Review of the Literature

International evidence suggests that educational reform’s progress depends on teachers’ individual and collective capacity and its link with school-wide capacity for promoting pupils’ learning.

Differences in the implementation of learning communities: An examination of the elements of collaborative work groups in two districts

The purpose of this study was to examine professional community in two school districts through examination of the elements of collaborative work groups. Principal and teacher perceptions of

A situated account of teacher agency and learning: Critical reflections on Professional Learning Communities

We propose a practice-based focus for professional learning communities in schools. We start with a brief historical review of the approaches that have deemed peer collaboration as crucial for school

The District-Wide Sustainability of a Professional Learning Community during Leadership Changes at the Superintendency Level.

The purpose of this mixed methods follow-up single case study was two-fold: to determine if a school district was able to sustain a professional learning community (PLC) and to identify factors that

Teachers' Perceptions of Administrative Leadership Styles and Schools as Professional Learning Communities

This Dissertation is protected by copyright and/or related rights. It has been brought to you by ScholarWorks@UNO with permission from the rights-holder(s). You are free to use this Dissertation in

Principal and teacher collaboration. An exploration of distributed leadership in professional learning communities.

Professional learning communities (PLCs) can be powerful tools for school improvement but require principals and teachers to collaborate and work together. This article reports on a qualitative

The principal's role in supporting professional learning communities

Increasing student achievement is at the forefront of the school reform movement. Today’s educators are called upon to raise academic standards to the highest level in history with common core

The Identification of Successes and Barriers in Establishing Professional Learning Communities From Principals' Perspectives

The purpose of this mixed-methods study was to identify the successes and challenges in establishing professional learning communities (PLC) within 25 school districts in southwest Minnesota. Data



Professional Learning Communities: Leadership, Purposeful Decision Making, and Job-Embedded Staff Development

This article reports the results of a preliminary study of how schools involved in a national project are developing structures critical to becoming professional learning communities. The study

The Principal in a Community of Learning

Describing schools as “communities of learning” requires that our understanding of the roles played by teachers and principals be altered. This article discusses the principal's role in a community

Conditions Fostering Organizational Learning in Schools

This article reports the results of synthesizing evidence from three independent studies of conditions that foster organizational learning in schools carried out in different contexts but with

Experiencing Shared Leadership: Teachers’ Reflections

This eighteen month qualitative study documents an elementary school's implementation of a shared leadership environment. Data were collected from leadership team meetings, faculty meetings, informal

How Leadership Is Shared and Visions Emerge in the Creation of Learning Communities.

This paper provides a snapshot of 19 diverse school settings that have committed themselves to whole-school reform to make a meaningful difference in the lives of their students. The schools in this

Building community in schools

"Sergiovanni documents cases of schools that have successfully reinvented themselves in order to establish a sense of 'community' as the foundation for all curriculum and instruction decisions. . . .

Values and Leadership: Theory Development, New Research, and an Agenda for the Future.

This article presents an updated account of values and valuation processes as they occur in school settings. A tradition of epistemological and philosophical debate, as well as the dominance of


Learning is now widely accepted as the currency of survival in an era of constant change. Many businesses, however, are struggling to learn how to learn. The cultural and structural issues they need

The New Meaning of Educational Change

Part I Understanding Educational Change 1. A Brief History of Educational Change 2. Sources of Educational Change 3. The Meaning of Educational Change 4. The Causes and Problems of Initiation 5. The