Developing your professional learning community · 4 Professional Learning Communities: source...

Booklet 10

Action

Developing yourprofessional learning community

Professional Learning Communities:source materials for school leaders andother leaders of professional learning

Louise Stoll, Ray Bolam, Agnes McMahon, Sally Thomas, Mike Wallace, Angela Greenwood and Kate Hawkey

The purpose of these activities is to help you promote your professional learningcommunity’s (PLC’s) development. We haveselected five aspects of PLC developmentprocesses to focus on in these activities,although you may want to adapt theseactivities to work on other aspects (see theresource card What is a professional learningcommunity? A summary in the introductorysource materials for examples of otheraspects). The five are:

1 Leading and managing the PLCLeadership and management are of criticalstrategic importance to the success of a PLC.

2 Making the best use of spaceBuilding a PLC involves finding space forpeople to meet, exchange ideas, collaborate and learn together.

3 Enhancing professional learning andreflective enquiryProfessional learning and reflective enquirydon’t just happen. Experiences need to becarefully thought through, planned andsupported.

4 Promoting inclusive membershipDeveloping a PLC requires attention toensure that all staff feel committed and are actively involved.

5 Extending your learning communitythrough networks and partnershipsPLC development also means finding waysto look beyond what is going on within thePLC and encouraging genuine involvementwith community partners and in networkswith other schools, early learning settings,centres or colleges.

Professional Learning Communities: source materials 3

Purpose of the activities

Using the activities

The activities include a range of tools andquestions focusing on each of the five areas.They have been designed so that you can justfocus on one aspect during a particularmeeting or professional learning session, and can work through the aspects in an orderand at a time that suits you. You may find it helpful to keep a note of this on your Route map (see introductory source materials).

As with other activities in these materials, you will need to decide who it would be mostvaluable to involve in each activity, noting this on the Route map. Taking Leading andmanaging a PLC as an example, it may bemost valuable for senior and middle leaders to start answering the questions on page 6.

You may also want to check out theperceptions of other staff and members ofthe broader learning community. Reading thestories in Bringing about change (Booklet 11)may also help you think about increasinginvolvement in professional learningcommunities.

To stimulate your thinking before you do theactivities, we have included examples andshort stories from the EPLC project schools,illustrating how they tackled the challenges of developing these aspects of their PLCs.

We have provided space for you to record yourthoughts on using the activities at the end ofthis document.

Leadership and management are vitallyimportant to a PLC, underpinning all otherprocesses described here. We begin withexamples of how headteachers and staff in our project schools promoted their PLC inthree ways: developing and spreading a

learning vision and focus; building trust andcollaboration; and promoting distributedleadership. Following the examples, we posesome questions for you to consider in relation to your own PLC.

4 Professional Learning Communities: source materials

Leading and managing a PLC

• A nursery head promoting the learningemphasis through daily learning andteaching discussions, and regulardiscussions of each child’s progress.

• Drawing on student voice, using them as researchers, giving them increasingchoice, and ensuring they were at thecentre of dialogue about learning.

• Reviewing aims in another school,leading to a stronger focus on teachingand learning, assessment for learningand self-evaluation. Teams beingencouraged to discuss good practice in meetings, and senior leadersmodelling this.

Developing and spreading a learning vision and focus

Building trust and collaboration

One primary head responded sensitively to personal and professional issues. A colleague said:

“She’s always there whatever the crisis. Itcould be something quite outside the schoolbut she will do her utmost to help to get youwhere you want to be… If two people have aproblem she’ll get them together and say, “Lets sort this out.” Staff are not afraid tocome forward and say things like, “I’ve madea mistake.” That’s when the quality comesthrough because people feel comfortable. Yesshe is the boss and she is the head. But youcan also say, “Can I come in and shut thedoor and speak off the record?” and you can.”

Relationships among senior leaders in asecondary school were extremely good, theheadteacher maintaining contact byspending a little time with each memberevery day: “informal moments really whichare almost not intrusive to the day, whenactually a lot of work is done”.

In one school, the head operated an open-door policy, encouraging staff to bringalong ideas. A teacher commented:

“You’re encouraged to take risks and be a bitmore creative and to work together anddevelop and share good practice.”

Distributed leadership

A teacher in a residential special schooldescribed how:

“We all have input. Today was quite typicalwhen the head asked me for my ideas for thepolicy paper. He tends to kick off with someideas and then he puts them out fordiscussion and he then responds. Everybodyhas got an input, from the cleaners andkitchen staff to the teachers.”

A new head of history brought colleaguestogether, focusing on: “collaborative lessonplanning and damn good lessons… planningevery single lesson to make it really good, in line with the principles of the school”.Taking a “softly softly” approach, he ‘sold’collaborative lesson planning as ‘less work’,and gradually colleagues began doing itinformally together most evenings. Early on he observed, looking for responsivecolleagues, and used a skills and motivationmatrix to get to know staff. He realised oneteacher had been undervalued and started

using and crediting his ideas. Thedepartment head took most responsibilityfor developing initial plans, but graduallyall staff shared responsibility. Thedepartment’s quality came through instudents’ results and their comments:

“Everyone learns from history.”

“It’s really interesting. You learn manydifferent things.”

“If we’re in history and the teachers don’tknow something, they would tell you.”

“They learn about you and how you workbest. They are always learning about theirteaching techniques”.

Learning leaders in another school ledaction research projects linked to schoolgoals and then took responsibility forsharing results with colleagues.



Questions for reflection and dialogue

In your school, early years setting, centre or college, what percentage of staff(over 80 per cent; 50-80 per cent; 20-49 per cent; less than 20 per cent; or don’t know) would say that the head and senior leadership team (or head of department) actively promote:

Write in number or circle1 A shared learning vision and focus? per cent don’t know

2 Mutual trust, support and collaboration? per cent don’t know

3 Shared or distributed leadership? per cent don’t know

What does this suggest to you about the extent to which leaders seek to develop and sustain your PLC?

Write down the three most significant leadership actions taken recently to create, develop and sustainyour PLC in order to promote the learning, health and well-being of all children or young people.

1.

2.

3.

What was it that made them so significant, and how might you apply this learning to future leadershipactions that will be taken to create, develop and sustain your PLC?

Examples of using space to promote PLC development

• Nursery schools with a large, sharedclassroom where teachers and nurserysupport staff worked together with thechildren. With staff often working in sightof each other, observation was often amatter of course, and picking up newideas was more likely to occur than in a larger school.

• Removing the classroom doors in aprimary school, and making classroomsinto subject specialist bases: “Peoplemoved classrooms and took off classroomdoors so people talked to each other. Theycould link with each other and not feeltotally isolated.”

• Making use of corridor spaces for sharedwork areas in a primary school for someclasses as well as mini-computer labs forall. The classes in Years 3, 4, 5 and 6 weremixed age, and teaching and support staffin each case were organised as a teamwith two classrooms and a shared workarea for their use.

• Using the staffroom for briefing sessionseach morning that include an itemsharing new learning.

• Providing free tea and coffee at breaktimes in a secondary school to encouragestaff to come to the staffroom and havingthe head often drop in for a chat.

• Shared workrooms for secondarycolleagues in different departments: “We all share the same office and at manylevels we operate as a faculty rather thanseparate departments. We pool ourresources, so we are constantly sittingdown informally… there’s ideas bouncingaround all over the place really. It’s veryeffective for that.”

• Locating all the heads of year’s officesclose to each other to facilitate discussionof issues about progression.

• A coffee-maker placed near the door ofa secondary school maths office acting asan invitation to colleagues from otherdepartments to drop in as they passed by.


Making the best use of space to promote PLC

Space can often be allocated for some things,such as formal meetings, but if you look at theway space is organised and used in the school,centre or college, this may also suggest ways inwhich some reorganisation in the buildingcould facilitate staff sharing and learning.

Creating your ideal staffroom or collaborative learning space

Purpose of this activity

The purpose of this activity is to encourage youto think creatively about using physical spaceto promote the development of your PLC. Wehave included some examples from our projectschools (see below) to stimulate your thoughtsbefore a task that we hope will be valuableand fun for all members of the PLC. Theactivity can easily be adapted to look at theway time is used for the same purpose.

Using this activity

Bearing in mind the space available to you in your school, centre or college, design your ideal staffroom or collaborativelearning space. Use the recording sheet on the next page to record your ideas.Think about how you would arrange seating and tables, what you would have as wall displays and notices, provision for food and drink, what else would be in the room etc. When you have completed your design, use the questions at the bottom of the recording sheet on the next page to have a conversation withcolleages and jointly decide on next steps.


Draw your ideal staffroom/collaborative learning space here

Questions for reflection and discussion

What changes could be easily made to make your existing staffroom or work space amore ideal location for promoting the development of your PLC? How can you ensurethis happens?

Creating your ideal staffroom/collaborative learning space

Above all, a professional learning communitypromotes ongoing professional learning andgrowth of all its members. The underlyingpurpose of such learning is to promote pupillearning, so when deciding what professionallearning and enquiry activities to promote,potential consequences for pupil learning needto be considered.

We came across many different professionallearning and enquiry experiences in ourproject schools. As you read the followingexamples, we hope you will think aboutprofessional learning and reflective enquiry inyour PLC. After the examples, there is anactivity to help you think about your ownprofessional learning and enquiry. .

Enhancing professional learning and reflective enquiry

Examples from the project schools are:• A secondary school using both

experienced and second-year teachers as mentors for new teachers.

• The whole staff group in a nursery school participating in a behaviour coursebefore working together to develop abehaviour policy.

• Primary school learning support assistantsproviding in-service training (INSET) forteachers on working with autistic pupils.

• Task groups and learning forums insecondary schools focusing on effectiveteaching and learning across thecurriculum.

• Secondary school staff observing andtalking with colleagues in a local primary school.

• A teacher videoing pupils over a year, andcolleagues reviewing the videos togetherto identify pupil needs and progress.

• Two drama teachers videoing their classesand analysing them together using theirown adapted version of the school’sobservation sheet.

• Trios of special school staff reviewing and revising targets for each studentevery three weeks.

• A secondary school teacher carrying outaction research to explore effectivetutoring when his school embarked on amajor change to its pastoral system.

• Research projects by ‘learning leaders’,focusing on teaching and learning, andsharing results with colleagues at theschool’s learning forum.

Pause for thought

How do these compare with professional learning and reflectiveenquiry in your school, centre or college?



The next activity is designed for those currentlyinvolved in, and others committed to,promoting professional learning. People mightwork individually to complete the grid on thenext page, then either discuss the questions insmall groups before sharing and discussing theoutcomes as a whole group, or discuss the

Using the activity on enhancing professional learning and reflective enquiry

questions as a whole group. You will probablywant to adapt this to suit the size of yourgroup. We have selected seven differentprofessional learning and reflective enquirystrategies as examples for this task, but youmay well want to add others1.

4. Plenary

1. Formulate key question

2. Introduction and discussion

3. Lesson observations and presentations

5. Written and verbal feedback

6. Evaluation

Princeland High School developed a guidefor learning walks which was customised atthe request of individual staff members. Ithad six stages.

1 Formulate a tight question as the focus.This can be based on school ordepartment plans or a staff trainingneed. The question is essential tomaintain focus throughout the walk andkeep the process rigorous. An example of a question is: How are we usingassessment for learning to motivatepupils and enhance achievement?

2 The first part of the learning walk is anintroduction to and discussion of thefocus.

3 The main body of the learning walk is a series of lesson observations anddiscussion groups and presentationsthat are directly related to the question.

4 The plenary allows people to discuss thewalk and reflect on points emerging fromthe walk.

5 Feedback is written up in a rigorousformat, and can be shared with a varietyof people depending on the aim of thelearning walk eg with departments,leaders or the co-ordinator of newlyqualified teachers.

6 Evaluation of the learning walk ensuresreview and development of the process.

The process is also used in their network.

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Teacher’s Name

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Examples of ICTused during thelesson

Evidence that theICT is enhancingpupils’ learning

How is it beingassessed (eg peeror teacherassessment)?

Learning walks

1 Some helpful resources can be found in DfES, 2005, Leading and Coordinating CPD in Secondary Schools: Guide for school CPD leaders and school strategymanagers, Nottingham (reference 0188-2005)

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Which strategies appear to be most powerful in helping to deepen professional learningand enquiry and develop staff’s practice? Why?

In what ways are you trying to spread and extend the development of these more powerfulactivities throughout your school, early years setting, centre or college? What else should be done?

What are you doing to ensure that valuable new ideas and strategies become embedded in yourpractice so that you can draw on them as and when you need them? What else should be done?

Once you have completed and discussed the grid, look at your responses and answer the following questions:



A professional learning community ischaracterised by commitment andinvolvement of all staff in the community, notjust the teaching staff. Furthermore, peoplework together across the school, centre orcollege, not just in groupings of particularsubjects, phases or roles. There is a feeling ofcollective responsibility for the learning anddevelopment of all pupils: that everyone has apart to play in this. Equally, all staff are valuedfor their particular experience and expertise. It isn’t easy to develop such inclusivecommitment and involvement.

Using the activity on inclusive membership

Here are some examples and stories fromproject schools of staff working actively todevelop more inclusive PLCs. Following theexamples and stories, we pose questions foryou to consider in relation to your own PLC.

Promoting inclusive membership in a PLC

Examples of working towards being an inclusive PLC

• Every teacher and nursery officer havingresponsibility as key worker for a numberof children.

• Every teacher and nursery officer co-ordinating an area of the curriculum.

• A nursery assistant being jointlyresponsible, with a teacher, fordeveloping early years provision.

• Note-taking at meetings being rotatedaround all nursery staff.

• With a national switch in governance, thesecretary in one nursery going on abursar’s course, and subsequentlyadvising the headteacher on budgetissues.

• A secretary receiving tailor-made trainingin that primary school’s cluster, andregularly phoning other secretaries forspecific advice.

• A primary learning support assistantrunning booster sessions for allcolleagues in literacy and numeracy.

• Learning support assistants in oneprimary school attending professionaldevelopment days, becoming interestedin the subject co-ordinator role and thenshadowing and working with the teacherco-ordinator.

• Some secondary school learning supportassistants acting as mentors to pupils.

• Learning support assistants beingattached to curriculum teams in twosecondary schools. One regularlyplanning curriculum and lessons withteachers in one department.

• Three health authority nurses in a specialschool participating in meetings, joiningin school-wide professional developmentand contributing to training.

• Individual learning targets for studentsbeing jointly set by the teacher andspecial needs assistant in one specialschool.

During an initiative introducing modernforeign languages for 7-11 year olds atHighdown Primary School, a learningsupport assistant experienced with youngerpupils learnt Spanish and skills to work witholder pupils. The teacher leading theinitiative helped her:

She’s saying, “This is fine” and I’m saying,“But should they be doing this or am Iexpecting too much?” and she’ll say, “Wellthis is what we would expect in Year 3”.

Reversing roles, the teacher learnt skills forteaching younger children from the learningsupport assistant when she taught youngerpupils for the first time.

Smeatham Secondary School usedcollaboration sheets, setting out work forthe coming weeks and identifying thesupport staff’s role. Teachers and supportstaff both signed these sheets. Fortnightlyteam meetings focused on concerns withindividual pupils and discussed and

evaluated good practice and smallinnovations by any staff. Attempts weremade to place particular learning supportassistants with particular teachers wherethere had been positive experiences andwhere it was requested.

Teachers at Sildon Special School felt thatspecial needs assistants (SNAs) were keycontributors to planning: “They are a veryvaluable resource… they make a very realcontribution to students’ learning. They haveinsights and experience and knowledge thatcan be of great benefit… I certainly value

them when I plan”. An SNA said, “I think if anybody walked into the majority ofclassrooms that I go into and support, theywould find it difficult at times to see whowas the teacher and who was the SNAbecause… we work so closely together that I hope that it would be difficult to distinguish.”



In your school, what percentage of support staff (over 80 per cent; 50-80 per cent; 20-49 percent; less than 20 per cent; or don’t know) would say that they:

Write in number or circle1 Are valued by teachers? per cent don’t know

2 Share responsibility for pupil learning? per cent don’t know

3 Have opportunities for professional development? per cent don’t know

4 Actively contribute to the school as a PLC? per cent don’t know

What does this suggest to you about the extent to which your PLC is inclusive?

Write down the three most significant actions you have taken to create a more inclusive PLC?

1.

2.

3.

Why were they important and what can you learn from them for future action?

How can you make your PLC more inclusive to promote the health, well being, achievement and positivelife chances of all children and young people?


A professional learning community is outwardlooking and develops strong external networksand partnerships. These serve a dual purposeof being able to broaden the learningopportunities for colleagues within schools aswell as extending the community of those witha stake in helping improve the learning andlife chances of children and young people inschools (see also the think pieces onBroadening the learning community: Keymessages in Booklet 4).

How can you use this activity?

This activity will help you think about thenature and effectiveness of your currentnetworks and partnerships and how you mightstrengthen them. First, consider who needs tobe involved in this activity to help promote amore extended learning community.

To stimulate your thinking, read the bulletedexamples and short stories of networking andpartnerships in our project schools. As youread, reflect on the following questions aboutyour own networks and partnerships. Thereare sheets at the end of the examples for youto record your thoughts and notes of yourdialogue. We have also outlined a force-fieldanalysis process to help you deal withchallenges you encounter as you work toextend your community (see pages 20-21).

Extending your learning community throughnetworks and partnerships

Examples of networking and partnerships

• A small primary school linking withneighbouring schools, enabling staff toobserve other teachers working withchildren of the same age.

• Primary school classroom assistantsshadowing colleagues at the local specialschool and working with them toconsider their work with pupils.

• Shared sixth form conferences between apredominantly Muslim secondary schooland a largely white independent schoolbeing used to widen cultural experience.

• A link between a secondary and a specialschool resulting in a shared French tripinvolving gifted and talented pupils and

pupils with particular learningdifficulties.

• A primary school using funding from theNeighbourhood Renewal Fund for a part-time parent partnership worker tosupport parents in their own learning.

• Regular meetings taking place betweenyear group heads and a group of socialworkers.

• A school working with local communityrepresentatives to get funding for a state-of-the-art soccer pitch, to be jointlymanaged by the school and thecommunity.


Smeatham Secondary School was a memberof a collegiate of six schools which sharedexpertise and resources. Activities generatedincluded: regular meetings for heads ofcore subjects; joint in-service training; andopportunities for students to study a subject

at a different school if it was not offered intheir own school. A common set of aimsand a joint mission statement were agreed,and partner schools were working toestablish a graduate teacher trainingprogramme.

External links were a key feature inWinspery Special Nursery. They haddeveloped outreach activities, Saturday andsummer play schemes, training for pre-school and primary school staff, and closerworking with parents. Children werereferred through health visitors and therewas liaison with other nursery and primaryschools. They led on many initiativesthrough Beacon School status, worked with

groups experiencing difficulties, andprovided varied training for other schools,as well as advice for local authoritypsychologists. The head was involved inmany activities and local, national andEuropean networks. She encouraged othersto do similarly, and some staff worked parttime for the nursery and part time for thelocal authority.

Rockside Nursery changed considerablywith the addition of a family support unit,almost doubling in size. Several new staffcame to work in the family unit but theirprevious jobs had been in childcare withsocial services rather than education. Tobring the two groups together and build thenew staff team, initiatives were set in place:setting up a shared staffroom; nursery andfamily unit staff swapping roles for a day;joint in-service days looking at what

worked, what needed improving, andplanning these improvements; and a jointweekly staff curriculum meeting using alocally developed self-evaluationframework. In these joint meetings theyfocused on “teaching and learning – on whatis important in our minds in terms ofchildren’s learning”. They discovered theyshared a great deal in common about howto promote children’s learning.



How might you adapt or use any of the examples to support and develop your ownnetworks and partnerships?

Think of all of your networks and partnerships. Which are your most effective ones and why?

How do you ensure that good new ideas and strategies you learn through networks andpartnerships are shared with colleagues and built into your practice?


3 Lewin, K, 1947, Frontiers in group dynamics, Human Relations, 1 (1), 5-41


Using a force-field analysis

Step 1: Identify the main problem, as you see it, about initiating, developing or sustaining a broaderlearning community and describe it briefly in writing.

Step 2: Analyse it in terms of (a) the present situation and (b) the situation you want to move towards.

Step 3: Make a list of the resisting and driving forces. These can be related to people, money, time,external factors etc – anything that can help or hinder the move towards a broader learning community.

Resolving challenges to broaden your learning community

Broadening a learning community is inevitably besetby challenges. Using a force-field analysis may helpyou with this3. This is a technique for analysing and

solving complex problems and can be helpful whenyou want to change a situation, for example toinitiate or develop a learning network, to make best use of one in your own setting, or to develop a common language with community partners. The eight steps are fairly self-explanatory:

Driving forces promoting change Restraining forces resisting change

Step 4: Underline those forces that seem to be the most important.

Step 5: For each resisting force underlined, list the actions you could take that could reduce oreliminate that force.

Step 6: For each driving force underlined, list the actions you could take that could increase or strengthen that force.

Step 7: Determine the most promising actions towards initiating, developing or sustaining the broader learning community and identify the resources available to help you.

Step 8: Re-examine your actions and put them in sequence, leaving out any that do not fit your overall goals.



Notes Leading and managing a PLC

Making the best use of space

Enhancing professional learning and reflective enquiry

Use this space to record yourthoughts and ideasabout using theseactivities.

Notes Promoting inclusive membership

Extending your learning community through networks and partnerships

Use this space to record yourthoughts and ideasabout using theseactivities.


© Stoll, Bolam, McMahon, Thomas, Wallace, Greenwood and Hawkey, 2006

National College forSchool LeadershipTriumph RoadNottingham NG8 1DH

T: 0870 001 1155F: 0115 872 2001E: [email protected]: www.ncsl.org.uk/nlc

General Teaching Council for England Whittington House19-30 Alfred PlaceLondon WC1E 7EA

T: 0870 001 0308F: 020 7023 3909E: [email protected]: www.gtce.org.uk

DfES Innovation UnitSanctuary BuildingsGreat Smith StreetLondon SW1P 3BT

T: 0870 000 2288E: [email protected]: www.standards.dfes.gov.uk/innovation-unit

Effective Professional Learning Communities University of BristolGraduate School of Education8-10 Berkeley SquareBristolBS8 1HH

W: www.eplc.info

Action

Developing your professional learning community

Bringing about change: Starting out, developing and sustaining

To order a copy of this publication, please email [email protected] quoting reference number DfES-0187-2006 or download from www.ncsl.org.uk/nlcwww.standards.dfes.gov.uk/innovation-unitwww.gtce.org.uk

DfES-0187-2006

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