Resources
Papers, Links, Books …
This section provides a comprehensive collection of resources related to Professional Learning Communities (PLCs), organized into key areas. Whether you’re seeking basic information on PLCs, exploring student and teacher PLCs, or looking for guidance on leading and facilitating PLCs, you’ll find valuable materials to enhance your understanding and practice. Each resource is designed to offer insights, strategies, and practical advice to support the development and implementation of effective PLCs in educational settings.
Papers, Links, Books …
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01 Presentations from the Barcamp on PLCs
On October 9, 2024, we hosted a Barcamp focusing on Professional Learning Communities. It was an opportunity to exchange ideas, share experiences, and explore best practices in this important field. We are pleased to make the PowerPoint slides from our speakers available for download as PDFs. These presentations provide valuable insights and resources for anyone interested in learning more about the topics discussed during the event. Feel free to explore and use them to continue the conversation or as inspiration for your own work.
Below you can watch a short video capturing key moments and the vibrant atmosphere of the event.Welcome Slides
These slides, presented in Greek and English, provide an introduction to the Barcamp on Professional Learning Communities held on October 9, 2024. Download them to learn about the event’s goals and framework.
Greek Presentations
Here you can find the presentations in Greek that were shared during the Barcamp on Professional Learning Communities. These slides provide insights into the topics and discussions of the event and are available for download as PDFs.
Here you can find the presentations in Spanish that were shared during the Barcamp. These slides offer insights into the event’s themes and are available for download as PDFs.
During the Barcamp, two presentations were delivered in German. These slides provide valuable insights into the discussions and themes of the event. Download the PDFs to learn more about the topics explored.
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02 Basic Information on PLCs
The following table presents a collection of fundamental resources on Professional Learning Communities (PLCs). These materials offer a comprehensive overview of the basic principles, development, and benefits of PLCs within various educational contexts. Whether you’re just starting to explore PLCs or seeking to solidify your foundational knowledge, these resources will provide you with essential information to support your understanding and implementation of PLCs in educational environments.
GERMAN RESOURCES PIKAS Deutsches Zentrum für Lehrkräftebildung Mathematik
https://pikas.dzlm.de/selbststudium/anregung-von-schulentwicklung/professionelle-lerngemeinschaftenThe link leads to a German-language page that provides information about professional learning communities in the context of school development. The page introduces the concept of these communities, explains their importance for enhancing the quality of teaching, and offers specific materials and strategies to support teachers in working together effectively and learning from one another. The goal is to promote sustainable school development through collegial collaboration. Bonsen, M., & Rolff, H.-G. (2006). Professionelle Lerngemeinschaften von Lehrerinnen und Lehrern. Zeitschrift für Pädagogik, 52(2), 167-184.
https://www.pedocs.de/volltexte/2011/4451/pdf/ZfPaed_2006_2_Bonsen_Rolff_Professionelle_Lerngemeinschaften_D_A.pdfThis German-language article, published in the Zeitschrift für Pädagogik, discusses the concept of Professional Learning Communities (PLCs) among teachers. It explores how PLCs can effectively combine teacher development with student learning and contribute to the overall improvement of schools. The article also provides an overview of the research and practical implementations of PLCs, particularly in the context of school development. Frick, E., & Theurl, P. (2024). Professionelle Lerngemeinschaften im Bildungsbereich – vom Schulentwicklungsinstrument zum Professionalisierungsinstrument. Erziehung und Unterricht, 3-4, 280-352.
https://www.oebv.at/images/global-images/EU-3-4_2024_Zusatzinfos_Leseprobe.pdfThis issue of Erziehung und Unterricht covers topics including resilience in schools and the role of Professional Learning Communities (PLCs) in education. The edition explores how PLCs serve as powerful tools for both school development and the professionalization of educators, including school leaders and student teachers. Please note that this is a preview, and the full issue is not available as open access; it can be purchased through the publisher. ENGLISH RESOURCES Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24(1), 80-91. doi:10.1016/j.tate.2007.01.004
https://www.psycholosphere.com/A%20review%20on%20research%20on%20the%20impact%20of%20PLCs%20on%20teaching%20practice%20&%20student%20learning%20by%20Vescio,%20Ross%20&%20Adams.pdfThis English-language article, published in Teaching and Teacher Education, reviews research on the impact of Professional Learning Communities (PLCs) on teaching practices and student learning. The article synthesizes findings from multiple studies, highlighting that well-developed PLCs positively influence both teaching practices and student achievement. The review emphasizes the importance of collaboration, a focus on student learning, teacher empowerment, and continuous professional development within PLCs to drive these improvements. Christensen, A. A. (2022). A Global Measure of Professional Learning Communities. Professional Development in Education. https://doi.org/10.1080/19415257.2022.2065516
https://www.tandfonline.com/doi/full/10.1080/19415257.2022.2065516#abstractThis article, published in Professional Development in Education, introduces the development of a global measure for Professional Learning Communities (PLCs) using data from the Teaching and Learning International Survey (TALIS) 2018. The study outlines the theoretical foundations and key elements of PLCs, highlights inconsistencies in their conceptualization, and presents a validated measure applicable across various national contexts. It also demonstrates the utility of this measure by exploring the relationship between PLCs and teacher job satisfaction in Nordic countries. DuFour, R. (2004). What is a Professional Learning Community? Educational Leadership, 61(8), 6-11.
https://www.allthingsplc.info/wp-content/uploads/2023/10/DuFourWhatIsAProfessionalLearningCommunity.pdfThis article, published in Educational Leadership, provides a foundational overview of what constitutes a Professional Learning Community (PLC). Richard DuFour explains the key characteristics of PLCs, including a focus on learning, a collaborative culture, and a results-oriented approach. The article emphasizes the importance of collective responsibility for student learning, continuous improvement, and the use of data to drive instructional practices. DuFour’s work has been influential in shaping the understanding and implementation of PLCs in schools, advocating for their role in enhancing teacher collaboration and student achievement. Vescio, V., & Adams, A. (2015). Learning in a Professional Learning Community: The Challenge Evolves. In D. Scott & E. Hargreaves (Eds.), The SAGE Handbook of Learning (pp. 274-284). SAGE Publications.
https://www.researchgate.net/publication/362758708_Learning_in_a_Professional_Learning_Community_The_Challenge_EvolvesThis chapter, published in The SAGE Handbook of Learning, examines the evolution of Professional Learning Communities (PLCs) and the challenges they face in contemporary educational settings. The authors explore how PLCs have adapted over time, addressing the complexities of modern teaching environments while maintaining their core focus on collaborative professional development, reflective practice, and improving student outcomes. The chapter highlights the ongoing need for effective facilitation and support to ensure PLCs remain a powerful tool for enhancing teaching and learning. ALLTHINGSPLC
https://allthingsplc.info/The link leads to the “All Things PLC” website, a comprehensive resource for educators interested in Professional Learning Communities (PLCs). The site offers a wide range of tools, strategies, and resources to help schools and districts implement and sustain effective PLCs. It includes articles, research, case studies, and best practices from schools that have successfully used PLCs to improve teaching and learning. The platform also provides access to expert guidance, workshops, and a community forum where educators can share experiences and advice on building strong PLCs. -
03 Resources on Teacher PLCs
The following table offers a selection of resources centered on Teacher Professional Learning Communities (PLCs). These materials delve into the development, application, and outcomes of PLCs within teaching environments, providing valuable perspectives for educators at all levels. Whether you are exploring PLCs for the first time or seeking to enhance your knowledge, these resources will support your professional development and collaborative practices.
GERMAN RECOURCES Bonsen, M., & Rolff, H.-G. (2006). Professionelle Lerngemeinschaften von Lehrerinnen und Lehrern. Zeitschrift für Pädagogik, 52(2), 167-184.
https://www.pedocs.de/volltexte/2011/4451/pdf/ZfPaed_2006_2_Bonsen_Rolff_Professionelle_Lerngemeinschaften_D_A.pdfThis German-language article, published in the Zeitschrift für Pädagogik, discusses the concept of Professional Learning Communities (PLCs) among teachers. It explores how PLCs can effectively combine teacher development with student learning and contribute to the overall improvement of schools. The article also provides an overview of the research and practical implementations of PLCs, particularly in the context of school development. Steiner, Michael. (2017). Professionelle Lerngemeinschaften und Professionelle Cluster-Lerngemeinschaften als Modi und Strukturelemente für netzwerkbasierte 0nterrichtsentwicklung und deren Begleitung im Projekt KidZ Wien. In Grünberger, N.; Himpsl-Gutermann, K.; Szucsich, P.; Brandhofer, G.; Huditz, E.; Steiner, M. (Hrsg.): Schule neu denken und medial gestalten. Glückstadt: Verlag Werner Hülsbusch, S. 320-339.
https://www.researchgate.net/publication/320871743_Professionelle_Lerngemeinschaften_und_Professionelle_Cluster-Lerngemeinschaften_als_Modi_und_Strukturelemente_fur_netzwerkbasierte_0nterrichtsentwicklung_und_deren_Begleitung_im_Projekt_KidZ_WienThe article by Michael Steiner (2017) focuses on the role of the Vienna University of Teacher Education in the KidZ Vienna project, which is about network-based teaching development. The PH Vienna supported regional KidZ schools through process-oriented support, further training and scientific research. The focus was on Professional Learning Communities (PLCs) and Professional Cluster Learning Communities (PCLCs) as key elements for teaching and school development. The article examines how these communities developed, how they influenced the school and teaching development process and how the professional support provided by the PH Vienna promoted school development. ENGLISH RESOURCES Ikpuri, E. O., & Peter, G. O. (2024). Professional Learning Communities: A Mechanism for Enhancing Teachers’ Professional Agency. International Journal of Latest Research in Humanities and Social Science, 7(1), 74-81.
https://www.researchgate.net/publication/377383005_Professional_Learning_Communities_A_Mechanism_for_Enhancing_Teachers’_Professional_AgencyThis article, published in the International Journal of Latest Research in Humanities and Social Science, explores how Professional Learning Communities (PLCs) serve as a powerful mechanism for enhancing teachers’ professional agency. The authors discuss the collaborative nature of PLCs, emphasizing their role in supporting teaching practices, improving student learning experiences, and fostering ongoing professional development among teachers. The article also highlights the sociocultural dimensions of agency and the challenges inherent in implementing PLCs, such as time constraints and resistance to collaborative approaches. The authors conclude that PLCs, when effectively implemented, can significantly empower teachers and improve educational outcomes. Blonder, R., & Vescio, V. (2022). Professional Learning Communities Across Science Teachers’ Careers: The Importance of Differentiating Learning. In STEM Teachers and Teaching in the Digital Era: Professional Expectations and Advancement in the 21st Century Schools (pp. 65-89). Springer International Publishing. https://doi.org/10.1007/978-3-030-29396-3_5
https://www.researchgate.net/publication/362759038_Professional_Learning_Communities_Across_Science_Teachers’_Careers_The_Importance_of_Differentiating_LearningThis chapter explores the role of Professional Learning Communities (PLCs) in supporting differentiated learning across the various stages of science teachers’ careers. It emphasizes the importance of tailoring PLCs to meet the specific needs of teachers at different career phases to enhance their effectiveness. The authors suggest that more research is needed to understand how PLCs can be designed to address the diverse professional development needs of teachers at different stages of their careers. -
04 Resources on Head Teacher PLCs
The following table offers a selection of resources focused on Head Teacher Professional Learning Communities (PLCs). These materials explore the role of PLCs in the leadership and management practices of head teachers, providing insights into how collaborative networks can enhance school leadership. Whether you’re a seasoned head teacher or new to the role, these resources will help you strengthen your leadership skills and foster a collaborative school culture.
GERMAN RESOURCES Kansteiner, K., Welther, S., & Schmid, S. (2023). Professionelle Lerngemeinschaften für Schulleitungen und Lehrkräfte: Chancen des Kooperationsformats für Schulentwicklung und Professionalisierung. Beltz Juventa.
https://www.beltz.de/fachmedien/erziehungswissenschaft/produkte/details/48917-professionelle-lerngemeinschaften-fuer-schulleitungen-und-lehrkraefte.htmlThis book explores the role and potential of Professional Learning Communities (PLCs) in the professionalization of school leaders and teachers. It provides a detailed conceptual understanding, discusses quality characteristics, and examines the impact of PLCs in fostering school development and professional growth. The book is available as an open-access resource, making it freely accessible for those interested in educational leadership and collaboration. ENGLISH RESOURCES HeadsUP – Heads Using Professional Learning Communities
https://sites.google.com/site/plcheadsup/home?authuser=0The link leads to the official website of the HeadsUP project, which focuses on Professional Learning Communities (PLCs) for school leadership. This European project, supported by Erasmus+, aims to establish and support PLCs specifically for school leaders (SL-PLCs) to enhance their professional development and improve school management practices. The website provides detailed information about the project’s goals, resources, participating countries, and outcomes. It also includes tools and guides for implementing and sustaining PLCs within school leadership contexts. -
05 Resources on Student PLCs
The following table offers a selection of resources focused on Student Professional Learning Communities (PLCs). These materials provide insights into the concept, implementation, and impact of PLCs within educational settings, particularly for students and educators. Whether you’re new to PLCs or looking to deepen your understanding, these resources offer valuable information to support your learning and professional growth.
GERMAN RESOURCES Theurl, P., Frey, A., Frick, E., Kikelj-Schwald, E., Pichler, S., & Rümmele, K. (2023). Professionelle Lerngemeinschaften in den pädagogisch-praktischen Studien im Bachelorstudium „Lehramt Primarstufe“. F&E Edition, 28, 93-107.
https://www.ph-vorarlberg.ac.at/fileadmin/user_upload/RED_SOZ/PDFs/F_E_28/FE28_12.pdfThis is a German-language article published in the journal F&E Edition 28 by the University of Education Vorarlberg. It discusses the integration of Professional Learning Communities (PLCs) into the teacher education program, specifically within the practical internships for primary school teaching students. The article is part of the TePinTeach project, launched under Erasmus+ in 2019, and it highlights the structure, goals, and positive outcomes of these communities in enhancing students’ professional skills and reflective practices. ENGLISH RESOURCES Theurl, P., Frick, E., & Barrios, E. (2024). Professional Learning Communities of Student Teachers in Internship. Education Sciences, 14(7), 706. https://doi.org/10.3390/educsci14070706
https://www.mdpi.com/2849330This article, published in Education Sciences, explores the implementation and impact of Professional Learning Communities (PLCs) tailored for student teachers during their internships. The study examines how these PLCs enhance professional development, collaboration, and reflective practices among pre-service teachers. Participants from universities in Austria, Spain, and Cyprus were involved, as part of the Erasmus+ project TePinTeach, and the findings suggest that PLCs are effective tools for preparing future educators for collaborative professional environments. TePinTeach – Professional Learning Communities as a Means for Bringing Teacher Professionalization in Teacher Education
https://www.tepinteach.eu/The link leads to the official website of the TePinTeach project, which is an Erasmus+ initiative focused on integrating Professional Learning Communities (PLCs) into teacher education programs across Europe. The project aims to enhance the professional development of student teachers by fostering collaboration and reflective practices during their internships. On the website, you can find detailed information about the project’s objectives, participating institutions, resources, and results, as well as news and events related to the ongoing work within the TePinTeach framework. SPANISH RESOURCES Barrios, E., Sanchidrián, C., y Carretero, A. (2021). Comunidades Profesionales de Aprendizaje en la formación práctica inicial de profesorado: La perspectiva del alumnado. In IN-RED 2021: VII Congreso de Innovación Educativa y Docencia en Red (pp. 251-266). Editorial Universitat Politècnica de València.
http://dx.doi.org/10.4995/INRED2021.2021.13685This conference paper presents student teachers’ perspectives on an innovation project conducted during one of the practicum periods of the Bachelor’s Degree Programme in Primary Education at the University of Malaga (Spain). The project adhered to the principles and collaborative model typical of Professional Learning Communities (PLCs). Thirteen fourth-year students participated in the nine-week experience, during which they completed a full-time internship in schools. The study employed a mixed-methods concurrent design, gathering information through an anonymous questionnaire with both closed and open questions, as well as from participants’ reflections recorded in their practicum portfolios. Notably, the findings reveal that participants generally perceived the PLC as beneficial, both as emotional support during their internship and for the development of key professional skills, such as structured collaboration and effective group communication, alongside joint reflection on educational issues. The paper concludes by reflecting on the potential benefits and challenges of introducing PLCs in initial teacher training contexts. Barrios, E., Torres, M., Carretero, A., Sanchidrián, C., & Arjones, A. (2024). Innovación en el Prácticum del Grado en Educación Primaria mediante Comunidades Profesionales de Aprendizaje. Paper presented at the Congreso Internacional Multidisciplinar de Investigación Educativa (CIMIE) 2024, Granada, 4-5 July.
https://riuma.uma.es/xmlui/handle/10630/32466The purpose of this conference contribution is to report the findings of a study on an innovation project developed in a school placement of the Primary Education Programme at the University of Málaga during the 2022-2023 and 2023-2024 academic years, where participating students collaborated in Professional Learning Communities (PLCs). This paper outlines the implemented innovation and its foundations, describes the mixed-methods research design used, presents and discusses the main findings, and draws implications for initial teacher education. Among these implications, the suitability of PLCs as a strategy for collegial training in teaching practices is highlighted, as they promote reflective dialogue, the acquisition of practical skills, and mutual support. -
06 Resources on Leading and Facilitating PLCs
The following table offers a selection of resources focused on Leading and Facilitating Professional Learning Communities (PLCs). These materials provide guidance on the essential skills and strategies needed to effectively lead and support PLCs, ensuring productive collaboration and meaningful outcomes. Whether you are an experienced facilitator or stepping into this role for the first time, these resources will help you develop the competencies required to guide and sustain successful PLCs.
SPANISH RESCOURCES Ministerio de Educación. (2021). Manual para crear y acompañar Comunidades Profesionales de Aprendizaje (CPA) de equipos directivos. Ministerio de Educación. República del Educador.
https://ecuador.vvob.org/sites/ecuador/files/2021_ecuador_eftp_manual_crear_acompanar_cpa_directivos.pdfThis handbook is aimed at the educational advisory staff (EAS) (facilitators) and the school management teams (headteachers) (leaders) who participate in a PLC. The emphasis on the EAS lies in their key role in the promotion, creation, and support of headteacher PLCs. Once the PLC has been formed, this handbook is mainly oriented to the person in charge of the internal coordination, chosen by the PLC members, who will lead and maintain the continuity of the PLC while the EAS continues to accompany, but remotely. Flores-Fahara, M.; Bailey-Moreno, J. Y Torres-Arcadia, C.C. (2021). Liderazgo docente en comunidades profesionales de aprendizaje: Estudio de caso de dos escuelas públicas en México. Revista Electrónica Educare, 25(1), 1-22. https://doi.org/10.15359/ree.25-1.4
https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/11538This study analyses the formation process of two PLCs made up of teachers and headteachers of public primary schools in the city of Monterrey, in Mexico with the objective of promoting school improvement processes through the organizational model. The differences and similarities of each of them are analyzed in terms of size, social composition, people participating in the PLCs and the role played by the headteachers leaders. The research team participated as facilitators of the PLCs. Barrero Fernández, B., Domingo Segovia, J., & Fernández Gálvez, J. D. (2020). Liderazgo intermedio y desarrollo de comunidades de práctica profesional: Lecciones emergentes de un estudio de caso. Psicoperspectivas, 19(1), 1-13.
http://dx.doi.org/10.5027/psicoperspectivas-vol19-issue1-fulltext-1751This case study “aimed to analyse the actions of a regional advisor as a middle leader for the development of professional practice communities within their area. The purpose of the case study was to determine the general view of this action model from the perspective of their interlocutors (teachers, school leaders, families and supervisor) and to draw comprehensive lessons from this knowledge.” (p. 1). It is claimed that the school system has support services that can assume the role of critical colleagues and intermediate leaders. It is also mentioned that the inspectorate and support services could also act as intermediate leaders. The study explores the work of an advisor to four schools in a low socio-economic and cultural area. The advisor decides to get involved in and facilitate the professional development of teachers and carries out activities aimed at creating learning communities or “networks of collegiality or learning communities”. Krichesky, G. J. (2017). El desafío de Liderar Comunidades Profesionales de Aprendizaje. Un estudio de casos sobre dirección escolar. In F. J. Murillo, Avances en Liderazgo y Mejora de la Educación. Actas del I Congreso Internacional de Liderazgo y Mejora de la Educación (pp. 33-36). Red de Investigación sobre Liderazgo y Mejora de la Educación – RILME.
https://repositorio.uam.es/handle/10486/679520The objective of this research study (case study) involved identifying, describing and understanding leadership practices linked to the development of PLCs in two schools in Madrid where collaborative learning is promoted through experimentation and collective reflection. The study aimed at answering the following research questions:
– What leadership practices encourage collaboration among colleagues?
– How do headteachers promote collective learning among teachers?
– What impact does a headteacher have on the resulting collaborative learning modalities?Luna Cortés, G., & Cano Ruiz, A. (2018). Innovar desde la telesecundaria a través de la conformación de comunidades profesionales de aprendizaje. Innovación educativa, 18(77), 165-181.
https://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S1665-26732018000200165A group of teachers of ‘telesecundaria’, a modality of instruction that combines distance and presence teaching, located in the state of Veracruz in Mexico, aimed to innovate in their daily practices with the leadership of their headteacher, who took over the role of pedagogical leader. An innovation project was designed by the headteacher that addressed the school challenges. Consequently, the teachers’ difficulties were assumed as starting points. The objective of this innovation project was to set up a PLC among the teaching staff, assisted by collaborative consultancies with the purpose of developing reflective skills and improving teaching practices. Margalef García, L. (2011). Encouraging Teachers’ and Students’ Innovation with the Support of Teacher Learning Communities. CEP Journal 1(1), 133-152.
https://files.eric.ed.gov/fulltext/EJ1130729.pdfThis case study presents the preliminary results of six “Teaching Innovation Teams”, that is, learning communities that were created at the University of Alcalá (Spain) with the aim of promoting the implementation of curricular innovation processes through collaborative learning processes. A case study comprised of six Teaching Innovation Teams was conducted and the factors and limitations of the learning communities for professional development and innovation were analysed. Four of the six groups consisted of teachers from the same disciplinary area: two from the health sciences, one the from social sciences and one from engineering. Two further interdisciplinary groups consisted of teachers from different disciplinary areas. The research questions were the following:
– What stages or phases do the Innovation Teams go through?
– What factors favour the team’s involvement in the innovation?
– What is the facilitator’s role? What strategies are used to encourage reflection by the team and foster their development?
– What are the relationships established amongst the team members and between the team and the facilitator?Margalef, L., & Pareja Roblin, N. (2016). Unpacking the roles of the facilitator in higher education professional learning communities. Educational Research and Evaluation, 22(3-4), 155-172.
https://doi.org/10.1080/13803611.2016.1247722The study reported here (a multiple case study approach [4 cases] took place within the context of a teacher development programme running at a public university in Spain since 2006. A key feature of this programme was the establishment of PLCs across the university with the ultimate goals of (a) facilitating teacher learning and (b) improving the quality of teaching through the collaborative design and implementation of innovative teaching strategies. The current study was set out to answer the following research questions:
– What roles and tasks do facilitators adopt throughout the development of the PLCs?
– What strategies do facilitators use to support teacher learning in the PLCs?
– What challenges do facilitators confront in their work with the PLCsMellado Hernández, M.E., Rincón-Gallardo, S., Aravena Kenigs, O.A., & Villagra Bravo, M.P. (2020). Acompañamiento a redes de líderes escolares para su transformación en comunidades profesionales de aprendizaje. Perfiles Educativos, XLII(169), 52-69.
https://doi.org/10.22201/iisue.24486167e.2020.169.59363This multiple-case study describes the support strategy to ten networks of school leaders (N = 139) in Chile, and its impact on the development of their school management skills, leadership practices, and culture of learning. These leaders were supported by “critical friends” from an Educational Leadership Center for two and a half years. The research questions are:
– What effects does the accompaniment of a “critical friend” have on the development of capacities, practices and culture of collaboration in networks of school leaders?
– What conditions must be ensured to promote online learning? And
– How can an external advisor foster network learning?Barrios, E. Torre, M., Sanchidrián, C., Gallego, M. M., & del Arco, R. (2024).Strategies employed by external facilitators to support and sustain communities of practice among teachers. Paper presented at the ATEE Spring Conference 2024: Teacher education research in Europe: Trends, challenges, practices and perspectives. Bergamo, Italy. May 29th – June 1st, 2024.
https://hdl.handle.net/10630/32467This paper explores the strategies employed by facilitators in supporting communities of practice among in-service teachers in Andalusia, Spain. As collaborative professional development approaches for teachers gain popularity, research highlights the crucial role of facilitation in the effectiveness and sustainability of these communities. Facilitators, often former experienced teachers, work as trainers in official institutions responsible for teachers’ professional development. The study conducted five focus groups with facilitators, identifying strategies that align with those found in previous research on university teachers’ Professional Learning Communities (PLCs). The strategies identified are categorized into five groups: Group Work Strategies: Enhance collaboration and group interactions, creating a conducive environment for teacher learning. Knowledge-Building Strategies: Advance teachers’ pedagogical knowledge and improve their practice. Reflection Strategies: Encourage both individual and collective reflection among teachers. Communication-Facilitating Strategies: Optimize communication effectiveness within the group, ensuring active participation of all members. Bureaucracy-Facilitating Strategies: Help manage the administrative aspects of formal collaborative development initiatives. These strategies are key to fostering effective professional development and ensuring active engagement and sustained growth within teacher communities. Torres, M., Sanchidrián, C., & Barrios, E. (2024). Liderazgo y facilitación de las Comunidades Profesionales de Aprendizaje (CPA) de docentes (LeaFaP). Paper presented at the I Congreso Internacional de Educación de la Universidad Isabel I. Burgos, April 25th-26th, 2024
https://hdl.handle.net/10630/32472This paper provides an overview of the Erasmus+ project “Leading and Facilitating Professional Learning Communities in Schools towards an Inquiry-based and Reflective Practice (LeaFaP),” detailing its objectives, activities, and key outcomes. It also presents the findings from our literature review on facilitation and leadership in Professional Learning Communities (PLCs), shedding light on best practices and areas for improvement in this critical aspect of professional development. Additionally, insights from our report on the challenges and needs faced by PLC leaders and facilitators are shared, offering suggestions for professional training in this field. GERMAN RESOURCES Warwas, J., Helm, C., & Schadt, C. (2019). Unterstützendes Führungsverhalten schulischer Leitungskräfte für die Arbeit professioneller Lerngemeinschaften im Kollegium. Zeitschrift für Bildungsforschung, 9(1), 37-70. https://doi.org/10.1007/s35834-019-00230-w
https://link.springer.com/article/10.1007/s35834-019-00230-wThis German-language article, published in the Zeitschrift für Bildungsforschung, examines how supportive leadership by school principals influences the effectiveness of Professional Learning Communities (PLCs) among teachers. The study explores key dimensions of PLCs, such as cooperative development, normative consensus, and sustainable infrastructure, and investigates how specific leadership practices—like providing structural support, fostering trust, and encouraging collaborative teaching—can enhance these elements. The article is based on data from 395 teachers in vocational schools in Germany and offers valuable insights for both researchers and practitioners interested in school leadership and teacher collaboration. ENGLISH RESOURCES DeMatthews, D. (2014). Principal and Teacher Collaboration: An Exploration of Distributed Leadership in Professional Learning Communities. International Journal of Educational Leadership and Management, 2(2), 176-206. https://doi.org/10.4471/ijelm.2014.16
https://files.eric.ed.gov/fulltext/EJ1111683.pdfThis article, published in the International Journal of Educational Leadership and Management, explores the collaboration between principals and teachers within Professional Learning Communities (PLCs) through the lens of distributed leadership. Based on a qualitative multi-case study conducted in six elementary schools in West Texas, the research examines how principals distribute leadership roles and responsibilities to support effective PLCs. The findings highlight the ways in which leadership distribution enhances teacher collaboration, professional development, and overall school improvement. The study provides valuable insights for educational leaders and professionals involved in principal preparation programs. Gray, J. A., & Summers, R. (2015). International Professional Learning Communities: The Role of Enabling School Structures, Trust, and Collective Efficacy. International Education Journal: Comparative Perspectives, 14(3), 61-75.
https://files.eric.ed.gov/fulltext/EJ1086795.pdfThis article, published in the International Education Journal: Comparative Perspectives, explores the development of Professional Learning Communities (PLCs) in 15 international private schools across South and Central America. The study examines the role of enabling school structures, trust in the principal, collegial trust, and collective efficacy in fostering effective PLCs. The findings suggest that the presence of strong enabling structures and high levels of trust significantly contribute to the development and sustainability of PLCs, with implications for improving collaboration and educational outcomes in diverse international contexts.