The Ontario Ministry of Education (2007) strongly advises school administrations to change the operating structure of their schools to include professional learning communities (PLC). However, it is clear that few studies are available to help administrators respond effectively to this demand, particularly in making this new organizational structure one that promotes the professional development of teachers and success for all students. To understand the conditions needed for the establishment and development of a PLC, a qualitative study was conducted at two French elementary schools in Ontario that had reached an advanced stage of PLC functioning. The results of our study highlight the importance of "shared leadership" between the school board, the principal and the teachers to establish and develop PLC functioning. (2007) sugería con insistencia a las direcciones de modificar la estructura de funcionamiento de sus escuelas para que trabajaran en comunidad de aprendizaje profesional (CAP). Ahora bien, podemos constatar que pocos estudios enfocan el apoyo que se debe ofrecer a las direcciones para que puedan responder con eficacia a dicha exigencia y muy especialmente, para que la nueva estructura organizacional favorezca el desarrollo profesional de los maestros y el éxito de los alumnos. Con el fin de comprender las condiciones de implantación y de evolución de un funcionamiento en CAP, se realizó un estudio de naturaleza cuantitativa en dos escuelas primarias francófonas de Ontario que habían alcanzado un estadio avanzado de funcionamiento en CAP. Los resultados de nuestro estudio enfatizan la importancia de un «liderazgo compartido» entre el consejo escolar, la dirección de la escuela y los maestros, para instaurar y hacer progresar el funcionamiento en CAP. 156
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