A Review of the Literature Related to the Change Process Schools Undergo When Developing Professional Learning Communities

• In Event: Roundtable Session 52
  In Roundtable Session: Teachers and Change Over the Professional Life Span

Abstract

As part of a larger study exploring how principals create a context for change to both develop professional learning communities (PLCs) and sustain a context of continuous improvement over time, this literature review examines the existing literature on the role of the principal in this change process. The Brown and Anfara (2003) framework was used as a theoretical lens to analyze the literature on leadership of PLCs through three stages of change: developing, implementing, and sustaining. No other studies have examined the existing literature on leadership of PLCs through these three stages of change. Using online databases and reference lists of key literature, over 112 sources were researched to identify the process of moving out of isolation and into collaboration.

Authors

• Christopher Jones, The George Washington University

• Rebecca Ann Thessin, The George Washington University