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The idea of improving schools by developing professional learning communities is currently in vogue. People use this term to describe every imaginable combination of individuals with an interest in education - a year-level teaching team, a school committee, a secondary-school department, an entire school, a state department of education, a national professional organisation and so on. In fact, the term has been used so ubiquitously that it is in danger of losing all meaning. The professional learning community model has now reached a critical juncture, one well-known to those who have witnessed the fate of other well-intentioned school reform efforts. In this all-too-familiar cycle, initial enthusiasm gives way to confusion about the fundamental concepts driving the initiative, followed by inevitable implementation problems and the conclusion that the reform has failed to bring about the desired results. This leads to the abandonment of the reform and the launch of a new search for the next promising initiative. Another reform movement has come and gone, reinforcing the conventional education wisdom that promises, "This too shall pass." The movement to develop professional learning communities can avoid this cycle, but only if educators reflect critically on the concept's merits. What are the "big ideas" that represent the core principles of professional learning communities? How do these principles guide schools' efforts to sustain the professional learning community model until it becomes deeply embedded in the culture of the school?
Copyright ©2009 by Hawker Brownlow Education. All rights reserved. Reprinted from Professional Learning Communities at Work Journal, by Rebecca DuFour, Richard DuFour and Robert Eaker. Melbourne, Vic: Hawker Brownlow Education,
You know you belong in a Professional Learning Community if:
If these 3 BIG IDEAS ring true for you, you’re in the right place. Deepen your PLC implementation or learn how to start building a collaborative culture focused on learning. Wherever you are on your professional journey, here you’ll find all the resources you need to build a solid foundation of the most promising strategies for substantive, sustained school improvement.
The outcomes of undertaking Cognitive Coaching training are:
Days 1 to 4
Days 5 to 8
The research undertaken on the benefits of Cognitive Coaching are:
Each day is conducted from 8:45am to 3:45pm (5 to 5 and a half hour each day of the training). The training is ideally conducted 2 x 4 days but can be done 4 x 2 days or 2 x 3 days concluding with 2 days.
The learning outcomes for the two-day institute are:
The institute is designed specifically for school leaders and teachers to develop a shared understanding of an instructional design to successfully raise student achievement through enhanced teaching practice.
Yes, Hawker Brownlow Professional Learning Solutions in partnership with MRL have access to the top associates. We can organise interactive videoconferences for you. Click on ‘Contact Us’ and complete the form indicating you would like more information on this topic.
Yes, Hawker Brownlow Professional Learning Solutions is looking for hosts for all events we run. A host means we would run it either at your school/region and you would commit an agreed amount of people to attend. Please click on ‘Contact Us’ and complete a form indicating you would like more information on this topic.
