In education circles, the term learning community has become commonplace. It is being used to mean any number of things, such as extending classroom practice into the community; bringing community personnel into the school to enhance the curriculum and learning tasks for students; or engaging students, teachers, and administrators simultaneously in learning – to suggest just a few.
This paper focuses on what Astuto and colleagues (1993) label the professional community of learners, in which the teachers in a school and its administrators continuously seek and share learning and then act on what they learn. The goal of their actions is to enhance their effectiveness as professionals so that students benefit. This arrangement has also been termed communities of continuous inquiry and improvement.
As an organizational arrangement, the professional learning community is seen as a powerful staff development approach and a potent strategy for school change and improvement. Thus, persons at all levels of the educational system concerned about school improvement – state department personnel, intermediate service agency staff, district and campus administrators, teacher leaders, key parents and local school community members – should find this paper of interest.
This paper represents an abbreviation of Hord’s review of the literature (1997), which explored the concept and operationalization of professional learning communities and their outcomes for staff and students.
During the eighties, Rosenholtz (1989) brought teachers’ workplace factors into the discussion of teaching quality, maintaining that teachers who felt supported in their own ongoing learning and classroom practice were more committed and effective than those who did not receive such confirmation. Support by means of teacher networks, cooperation among colleagues, and expanded professional roles increased teacher efficacy in meeting students’ needs. Further, Rosenholtz found that teachers with a high sense of their own efficacy were more likely to adopt new classroom behaviors and also more likely to stay in the profession.
McLaughlin and Talbert (1993) confirmed Rosenholtz’s findings, suggesting that when teachers had opportunities for collaborative inquiry and the learning related to it, they were able to develop and share a body of wisdom gleaned from their experience. Adding to the discussion, Darling-Hammond (1996) cited shared decision making as a factor in curriculum reform and the transformation of teaching roles in some schools. In such schools, structured time is provided for teachers to work together in planning instruction, observing each other’s classrooms, and sharing feedback. These and other attributes characterize professional learning communities.
The literature on professional learning communities repeatedly gives attention to five attributes of such organizational arrangements:
- supportive and shared leadership,
- collective creativity,
- shared values and vision,
- supportive conditions, and
- shared personal practice.
Each of these is discussed briefly in this paper.
Next Page: Supportive and Shared Leadership
Published in Issues …about Change Volume 6, Number 1, Professional Learning Communities: What Are They And Why Are They Important? (1997)