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.html | This 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 | |
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| HeadsUP – Heads Using Professional Learning Communities https://sites.google.com/site/plcheadsup/home?authuser=0 | The 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. |
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