This project was undertaken by a team comprising individuals from the University of Bristol, the University of Bath and the London Leadership Centre. Commissioned in 2001, work was conducted over at 34-month period, with the final report being published in May 2005.
The project’s main aims were to identify and convey:
The project also sought to generate models that illuminate the principles of EPLCs.
Conducted over a 34-month period, the project comprised four main research activities: an ongoing literature review focused largely on material published since 1990, a questionnaire survey to primary, secondary and special schools, 16 case studies of schools with PLCs at different stages of development and three workshop conferences for representatives from the case study schools and the project steering group.
Key findings to emerge from the project included the following.
1. An effective professional learning community (EPLC) appeared to fully exhibit eight key, inter-related characteristics:
2. PLCs appeared to be created, managed and sustained through four key operational processes:
3. How well these four processes are themselves carried out is a third measure of overall PLC effectiveness.
4. Facilitators of PLC development included individual staff commitment and motivation, links with other schools, focused CPD co-ordination and site facilities that helped collaborative work and professional dialogue. Inhibitors included resistance to change, central and local policies affecting resources and budgets and staff changes, especially at senior level.
The full report is available in several booklets and can be downloaded via the Networked Learning Communities
This project was undertaken by a team comprising individuals from the University of Bristol, the University of Bath and the London Leadership Centre. Commissioned in 2001, work was conducted over at 34-month period, with the final report being published in May 2005.
The project’s main aims were to identify and convey:
The project also sought to generate models that illuminate the principles of EPLCs.
Conducted over a 34-month period, the project comprised four main research activities: an ongoing literature review focused largely on material published since 1990, a questionnaire survey to primary, secondary and special schools, 16 case studies of schools with PLCs at different stages of development and three workshop conferences for representatives from the case study schools and the project steering group.
Key findings to emerge from the project included the following.
1. An effective professional learning community (EPLC) appeared to fully exhibit eight key, inter-related characteristics:
2. PLCs appeared to be created, managed and sustained through four key operational processes:
3. How well these four processes are themselves carried out is a third measure of overall PLC effectiveness.
4. Facilitators of PLC development included individual staff commitment and motivation, links with other schools, focused CPD co-ordination and site facilities that helped collaborative work and professional dialogue. Inhibitors included resistance to change, central and local policies affecting resources and budgets and staff changes, especially at senior level.
The full report is available in several booklets and can be downloaded via the Networked Learning Communities page. You can also find more information about learning communities and working within school networks by visiting the NCSL publication pages.
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