Implementation and Supervision of the  Professional Learning Community:  Animation, Leadership and Organization  of the Work

Bouchamma, Yamina; Kalule, Lawrence; April, Daniel; Basque, Marc

doi:10.4236/ce.2014.516165

Cited by 4 publications

(5 citation statements)

References 47 publications

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“…Alike to Dragoni's et al (2014) and Bouchamma, Kalule, April, and Basque's (2014) findings, participants noted that the use of successful leader modeling and social capital resources improved overall role knowledge application and implementation.…”

Section: Theme 4: Engage Learning Elementsmentioning

confidence: 79%

Experiences and outcomes of a women’s leadershipdevelopment program: A phenomenological investigation

Brue¹,

Brue²

2016

Journal of Leadership Education

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This application brief provides pedagogical strategies for teaching and learning about women and leadership as a potentially sensitive subject, with emphasis on creating an intellectually safe learning environment. Findings from a study of students' expectations and experiences with a Women and Leadership course showed that the strategies affected students' learning experiences. Some strategies also challenged the instructor as a woman leader.

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Section: Theme 4: Engage Learning Elementsmentioning

confidence: 79%

Experiences and outcomes of a women’s leadershipdevelopment program: A phenomenological investigation

Brue¹,

Brue²

2016

Journal of Leadership Education

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“…This study is based on the following concepts: (1) the PLC and (2) the conditions (material, institutional, human, and social) involved for successful initiation, development, and sustainment of the PLC, which have been our focus in our recent work on PLCs (Bouchamma et al, 2014) and communities of practice (Bouchamma et al, 2018), in which we refer to the notion of capital as being divided into three categories, namely, material and human capital (Woolcock, 2001) and social capital (Bourdieu, 1979).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Material, Human, and Social Capital in the Professional Learning Community and Correlations With Teacher/School Characteristics

Bouchamma,

Basque,

April

2021

AJER

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This study examines the practices and perceptions of Canadian teachers (N = 172) from the provinces of Québec and New Brunswick with respect to the professional learning community (PLC) in light of several sociodemographic and socioprofessional characteristics of the teachers and those of their school. Factor analyses and correlation tests were thus conducted to determine factor validity and the presence of between-factor connections. The conceptual framework was composed of three groups of predictive factors, namely, material and school-based (material capital), human (human capital), and social (social capital) conditions. This study will enrich the knowledge base on PLCs by describing certain positive and negative correlations and will also contribute to school practices and decisions to prepare and improve the development of Professional learning communities (PLCs) and guide them toward total sustainment. Keywords: Professional learning communities, School environment, Teacher collaboration, PLC teacher beliefs/perceptions, PLC teacher practices Cette étude porte sur les pratiques et les perceptions d’enseignants canadiens (N = 172) provenant du Québec et du Nouveau-Brunswick à l'égard de la communauté d'apprentissage professionnelle (CAP) et ce, en lien avec plusieurs de leurs caractéristiques sociodémographiques et socioprofessionnelles et de celles relatives à leur école. Des analyses factorielles et des tests de corrélation ont été effectués pour examiner la validité factorielle et les liens entre les facteurs. Le cadre conceptuel est composé de trois groupes de facteurs, à savoir les conditions matérielles et institutionnelles (capital matériel), humaines (capital humain) et sociales (capital social). Cette étude enrichit la base de connaissances sur les CAP en décrivant certaines corrélations positives et négatives et contribue également aux pratiques et aux décisions prises dans les écoles afin de préparer et d’améliorer le développement des CAP, et ce, pour amener celles-ci vers la maturité. Mots clés: Communautés d'apprentissage professionnelles (CAP); environnement scolaire; collaboration des enseignants; croyances et perceptions des enseignants; pratiques des enseignants en CAP.

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“…Without cooperation, no organization can effectively produce knowledge. The conditions that would allow the many stakeholders in these CoPs to collaborate effectively were the main emphasis of Bouchamma, April, and Basque's (2015) study. Communities of practice were examined for pre-service teacher.…”

Section: Introductionmentioning

confidence: 99%

Exploring the School Heads Working Condition in Supporting Communities of Practice (CoP) and Technical Assistance (TA) to Teachers: A Multiple Case Study

Catedral1,

Datulayta,

Lawan

et al. 2023

IJMABER

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This study explored the school heads’ working conditions in supporting Communities of Practice and Technical Assistance to teachers as vehicles to address problems in the teaching and learning processes and promote learning and collaboration within organizations. A qualitative research design employing multiple case study methods was utilized. The study included one (1) Principal-in-Charge (PIC), three (3) school heads, and three (3) master teacher positions. A total of seven (7) participants participated in this study. Moreover, the study employed semi-structured interview guide questions. The data were analyzed using Colizzi's thematic analysis. The results showed that the working conditions supporting the communities of practice and technical assistance to teachers are classroom observation, learning action cell, In-Service Training (InSeT), and conference and urgency. The following working conditions may affect or influence school heads and master teachers in supporting communities of practice and technical assistance to teachers: intellectance (openness to new experiences), communication channels, schedules, lack of leadership, and knowledge of technical assistance providers. Participants experienced challenges, motivations, fulfillment, and positivity in implementing CoPs and TAs. The following themes were coded on the influence of experiences on communities of practice and technical assistance to teachers: positivity, flexibility, thriving, social support and interaction, and positivity. The openness to new experiences, such as a sense of curiosity, open-mindedness, and acceptance of novel experiences, is needed for CoPs and TAs to prosper in school. Communication channels should be clear and appropriate to their audience, allow deeper conversations, and exchange ideas, thoughts, opinions, knowledge, and data in CoP and TA should be understood with clarity and purpose. School leaders must be empowered with managerial and leadership skills to support and influence communities of practice and technical assistance to teachers.

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Implementation and Supervision of the Professional Learning Community: Animation, Leadership and Organization of the Work

Cited by 4 publications

References 47 publications

Experiences and outcomes of a women’s leadershipdevelopment program: A phenomenological investigation

Experiences and outcomes of a women’s leadershipdevelopment program: A phenomenological investigation

Material, Human, and Social Capital in the Professional Learning Community and Correlations With Teacher/School Characteristics

Exploring the School Heads Working Condition in Supporting Communities of Practice (CoP) and Technical Assistance (TA) to Teachers: A Multiple Case Study

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