Professional Learning Communities as Mediators Between School-Wide Innovations and Teacher Learning

• In Event: Park Central Roundtable Session 18

Abstract

Objectives and theoretical framework
International evidence points at the importance of teachers’ and schools’ capacity for promoting student learning. As such, professional learning communities (PLCs) have become a hot topic in many countries (Stoll et al., 2006). A PLC represents a collaborative work culture in schools, where teachers can systematically collaborate with the ultimate goal of improving their practices for the benefit of all students (Hord, 1997; Louis, Dretzke, & Wahlstrom, 2010; Stoll et al., 2006). Hence, teacher learning is no longer seen as a purely individual activity, but progressively also as a social process where teachers can learn from and with each other (Lieberman & Pointer Mace, 2008). Despite the popularity of PLCs, several blind spots in the literature remain (Bakkenes, Vermunt, & Wubbels, 2010; Borko, 2004; Vescio, Ross, & Adams, 2008). Against this background, the following research questions (RQ) were analyzed: 1. in what way do PLCs make a difference in the adaptation to external innovations, emphasizing particularly collaboration practices between teachers? 2. what are the identifiable learning outcomes of these adaptation processes in terms of changes in teachers’ practices and cognition during the implementation of innovations?

Methods
Multiple longitudinal case studies were carried out. Four cases were selected from a previous quantitative survey completed by 714 Flemish (Belgian) primary school teachers from 48 schools that analyzed interpersonal PLC characteristics (Sleegers et al., 2013; Wahlstrom & Louis, 2008). Two schools with a strong presence of all PLC characteristics (high PLC) and two schools with a low presence of all PLC characteristics (low PLC), were selected. Twenty-nine experienced teachers completed four digital log files over the period of one school year about the collaborative activities and resulting learning outcomes about an on-going innovation in their school (nlogs = 109). The logs were coded using within- and cross-case analysis.

Results
RQ 1: The logs show several substantial differences between the high and low PLC schools in their collaboration. Dialogues between teachers about the implementation of the innovation are more sustained throughout the year and more spread throughout the team in the high PLC schools. Collaboration is also of a higher order in high PLC schools compared to low PLC schools (e.g. spontaneous and organized discussions with the entire team, development of teaching material). High PLC schools also undertake meaningful partnerships with external stakeholders, while low PLC schools regularly engage in practical cooperation.
RQ 2: Teachers from high PLC schools attained more varied outcomes throughout the year than teachers in low PLC schools. Teachers in low PLC schools reported no learning outcomes, changes in practices, and limited alignment. In high PLC schools, profound changes in practices, positive emotions, and elaborate alignment took place.

Significance of the study
The study extends previous research in analyzing collaboration processes by digital log files and by comparing high and low PLC schools. As a result, PLC can be identified as a significant driver for effective adaptation to school-wide innovations.

Authors

• Geert Devos, Ghent University

• Bénédicte Vanblaere, Ghent University