Professional Learning Flagship Program: Leading Curriculum Change

2007; Gruenert 2005; Printy 2008; Scheerens 2010; Vescio, Ross, and Adams 2008), though theireffectiveness depends on the extent to which their use matches the research on successful features,strategies and conditions discussed above. For instance, Graham (2007) found that the success ofPLCs depended on the leadership and organisational practices which supported it, the extent to whichteam meetings engaged positively in dialogue about action (lesson plans, student work, assessment,etc.), and the development of community among teams. Printy (2008) found that, in US high schools,the strength of departmental chairs was the most influential factor in determining the quality of teachers’participation in communities of practice.Features of successful PLCs are widely reported in the literature (Stoll, Bolam, McMahon, WallaceandThomas 2006), and to a large extent reflect the features of successful PL in general:• Shared values and visionUnity of purpose and a clear agreement about the school mission was one of the three strongestcorrelations with effective collaborative schools in Gruenert’s (2005) study. Doecke et al. (2008,p. 9) also point to the importance of teams having ‘a shared vision of the capabilities of studentsand teachers’.• Collective responsibilityTaking responsibility for results and outcomes, and for professional learning (both individual andcollective), are a key feature of successful PLCs (Bolam, McMahon, Stoll, Thomasand Wallace2005). Doecke et al. (2008, p. 9) recommend that, ‘Team members should have shared andappropriately differentiated responsibilities based on their experience and knowledge levels.There should be a mutual accountability for student achievement among all members of thelearning team’.• Effective leadershipBoth shared leadership and organisational support from principals are important. Doecke et al.(2008, p. 10) observe that, ‘Successful teams are supported by their school leaders who build aclimate of openness and trust in the school, empower teams to make decisions based on studentneeds, and apply appropriate pressure to perform’.• Reflective professional inquiryActive deconstruction of knowledge through reflection and analysis is combined with itsreconstruction through action in a particular context as well as co-construction throughcollaborative learning with peers (Stoll et al., 2006,p. 233). Gruenert (2005) found that teachersvaluing the idea of themselves as learners was one of the three most important features ofsuccessful collaborative schools.• A sound knowledge baseStoll et al. (2006, p 232) observe that, ‘A PLC cannot be built solely through providing professionaldevelopment opportunities for staff. Nevertheless, if the community is to be intellectuallyvigorous, members need a solid basis of expert knowledge and skills, strongly emphasising theprofessionalisation of teachers’ work through increasing expert knowledge’. Dede (2003) identifiesdiversity of expertise among members as important.• CollaborationGroup as well as individual learning is promoted, especially around evidence: ‘the school learningcommunity interacts, engages in serious dialogue and deliberates about information and data,interpreting it communally and distributing it among them’ (Stoll et al. 2006, p. 227).• Trust and positive working relationshipsOpenness, mutual trust, respect and support are keys to successful teams (Bolam et al. 2005).15 Professional Learning Flagship Program: Leading Curriculum Change: Literature Review