Leading and Facilitating Professional Learning Communities
in Schools towards an Inquiry-based and Reflective Practice

#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.

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The project’s final output is a self-instructive online training course for leaders and facilitators of Professional Learning Communities. It brings together the conceptual framework, the learning outcomes and the practical activities developed earlier in three modules of four sessions each. The course is available as an accompanying scriptbook and as an online training environment on this website.


Purpose and Approach

The training was designed to make the competencies identified by the project learnable in a structured, self-paced form. It requires no prior role in a PLC, although the tools and tasks gain in value where participants can apply them in an existing community of practice. The three modules address building relationships, collaboration and communication; facilitating learning and knowledge building through inquiry and reflection; and organising collaboration in face-to-face and online settings.


Structure and Format

The modular training closes the arc from the project’s research base to practice: the literature review and focus group findings informed the conceptual framework and learning outcomes, which in turn defined the competencies the modules were built to develop, drawing on the activity collection for their exercises. The modules were trialled in national application events in the partner countries, and the feedback gathered there fed into the final version.

Conclusions and Implications

The modular training closes the arc from the project’s research base to practice: the literature review and focus group findings informed the conceptual framework and learning outcomes, which in turn defined the competencies the modules were built to develop, drawing on the activity collection for their exercises. The modules were trialled in national application events in the partner countries, and the feedback gathered there fed into the final version.

The scriptbook and the online training are available in English and in the partner languages at leafap.eu/outcomes and via the Online Training section of this website.