LEAFP - Leading and Facilitating PLC in Schools - LEAFAP - Leading and Facilitating PLC in Schools

Discover the Power of PLCs: Transform Your School’s Learning Experience!

Main Goals in the LeaFaP Project

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Extension of the PLC Concept

This activity focuses on enhancing the Professional Learning Communities (PLCs) by developing a scientifically-based framework. It aims to improve leadership and facilitation within PLCs, fostering more effective and reflective teaching practices.

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Activities for PLC Elaboration

This goal focuses on developing and testing tools and strategies to support Professional Learning Communities (PLCs). Activities include collaborative planning, inquiry-based reflection, and facilitation methods that strengthen group dynamics and shared leadership in educational settings.

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Online Self-Run
Training

The project offers online, autonomous training modules for PLC leaders and facilitators. These trainings, available in five languages, are designed to empower educators with skills for effective leadership and management of PLCs

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Online Webinars and Events

Organized online and hybrid events offer opportunities for learning, networking, and sharing insights into European educational practices. These events are designed to enhance virtual learning and communication skills among educators and facilitators.

PLC Empowerment via LeaFaP

The Erasmus+ project LeaFaP aims to enhance school development and student learning by focusing on the professional development of teaching staff, including student teachers.

It leverages Professional Learning Communities (PLCs) to improve inquiry, reflection, and innovative practices in diverse groups. Key activities include developing a scientific-based extension of the PLC concept with qualified leadership and facilitation, implementing targeted activities for PLC elaboration, providing online self-run training for PLC leaders and facilitators in multiple languages, and organizing online and hybrid events for networking and skill enhancement.

The project’s outcomes are expected to strengthen teaching staff, promote PLC practices in European schools, and contribute to successful student learning.

More about LEAFAP

Expected Results of LeaFaP

The LeaFaP Erasmus+ project aims to revolutionize school development and student learning. It emphasizes enhancing Professional Learning Communities (PLCs) through advanced leadership and facilitation.

Key expected outcomes include a robust extension of the PLC concept grounded in theory and practical needs, innovative didactic activities to refine PLCs, and comprehensive modular online training programs. The project fosters PLC practices in European schools, significantly strengthening the teaching community.

It also facilitates knowledge sharing in educational and scientific forums, elevates partner profiles in PLC and digital pedagogy, and connects a diverse network of educational stakeholders. Ultimately, this initiative promises substantial contributions to school evolution and the enrichment of student learning experiences.

More about RESULTS

#1

Initiation and Development

Establishing the project framework, developing online training materials, and organizing the first set of webinars and events for PLC leaders and facilitators.

#2

Implementation and Training

Launching online self-run training programs, conducting national and international hybrid events, and facilitating the application of new PLC concepts in schools.

#3

Evaluation and Dissemination

Assessing project outcomes, sharing results through scientific and educational channels, and expanding the network of connected institutions and educators for long-term impact.

Latest Post

As part of the LeaFaP consortium, University of Education Vorarlberg presented its work on Student Professional Learning Communities (S-PLCs) at the Graz Primary School Congress 2024 (Grazer Grundschulkongress).

We are pleased to share that the contribution is now published in the official conference proceedings—and the full volume is open access and freely available.

In the chapter, Silvia Pichler, Katharine Rümmele, and Anne Frey discuss S-PLCs as a collaborative format supporting student teachers’ competence development and their engagement with key developmental tasks during practicum phases. Based on qualitative analyses of student action plans, the chapter highlights how structured peer exchange, feedback, and guided reflection can foster professional growth—while also noting typical challenges such as time demands and developing skills for constructive feedback.

Open-access download (full proceedings): http://bit.ly/3NWqKTL

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Partners with
years of experience

Our team of passionate professionals are distinguished by their expertise in educational innovation and commitment to enhancing learning. They bring diverse perspectives, with skills in professional development, digital pedagogy, and collaborative learning. These partners are adept at integrating scientific research with practical educational strategies, fostering inclusive and dynamic learning environments.

To The TEam

PHW – UNIVERSITY OF EDUCATION WEINGARTEN
AUTH – ARISTOTELIO PANEPISTIMIO THESSALONIKIS
CEPMC – CENTRO DE PROFESORADO MARBELLA – COÍN
CEPMLG – CENTRO DEL PROFESORADO DE MÁLAGA
EUC – EUROPEAN UNIVERSITY CYPRUS
NTNU – NORGES TEKNISK-NATURVITENSKAPELIGE UNIVERSITET
PHV – UNIVERSITY OF EDUCATION VORARLBERG
UMA – UNIVERSITY OF MALAGA
UNIBZ – FREE UNIVERSITY OF BOZEN-BOLZANO