The Role of Shared Values and Vision in Creating Professional Learning Communities

Huffman, Jane B.

doi:10.1177/019263650308763703

Cited by 49 publications

(29 citation statements)

References 3 publications

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“…Managing such a high level of complexity is only possible with developing a comprehensive, appealing vision that integrates different perspectives. In this sense, a vision arouses a feeling in all stakeholders that their lives and tasks are interrelated and carried out through widely accepted legitimate goals (Huffman, 2003;Lipton, 1996).…”

Section: Developing and Sharing A Comprehensive Visionmentioning

confidence: 99%

Managing schools as complex adaptive systems: A strategic perspective

Fidan

2017

iejee

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This conceptual study examines the analogies between schools and complex adaptive systems and identifies strategies used to manage schools as complex adaptive systems. Complex adaptive systems approach, introduced by the complexity theory, requires school administrators to develop new skills and strategies to realize their agendas in an ever-changing and complexifying environment without any expectations of stability and predictability. The results indicated that in this period administrators need to have basic skills such as (a) diagnosing patterns emerging from complexity, (b) manipulating the environment by anticipating potential patterns organizations may evolve into, (c) choosing organizational structures compatible with an ever-changing and complexifying environment and (d) promoting innovation to create and manage organizational changes. Although these skills enable administrators to reduce complexity into a manageable form to some extent, stakeholders' having a common perspective regarding their schools and environments, and executing their activities in accordance with a shared vision are required to turn these skills into complexity management strategies.

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Section: Developing and Sharing A Comprehensive Visionmentioning

confidence: 99%

Managing schools as complex adaptive systems: A strategic perspective

Fidan

2017

iejee

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“…While Huffman [13] has argued that administrators should base their vision on shared values in order to lead their schools through reforms, Hunter [14] believes that certain "core principles must be established as non-negotiable" for the PLC to succeed. According to Hunter [14], a visionary principal must be a change agent, spokesperson and a mentor in order to lead a professional learning community.…”

Section: Shared Values and Visionmentioning

confidence: 99%

Professional Learning Communities: A Comparative Study of Three Educational Areas in the North West Province of South Africa

Nkengbeza¹,

Heystek²

2017

JSS

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Even though South African policy makers and implementers have done a lot to improve education especially in rural areas and townships, much more thinking and policy direction still need to be done to improve education in these areas. The purpose of this article is to compare the perception of teachers and principals of their schools as professional learning communities in three educational areas in the North West Province of South Africa. A quantitative research method was used and questionnaires were used to collect data from schools in these three areas. 1251 teachers and principals were involved in this research. The major findings were: there were no major differences between the three areas in teachers' and principals' perception of their schools as PLCs, but there were major differences between schools in urban centers, townships and rural areas. This study has reiterated the fact that the South African government needs to rethink how to readdress education and social needs in rural and township schools, as the current policies have not completely addressed the disparities between schools in rural areas, townships and urban centers.

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“…The mainstream literature on professional educational networks, both virtual and physical (Bolam et al, 2005;Brown & Duguid, 1991, 2001Cowan et al, 2004;Fielding et al, 2005;Hargreaves & Fink, 2006;Hipp & Huffman, 2007;Hord, 2004;Huffman, 2001;Jackson & Temperley, 2007;Lave & Wenger, 1991;Louis & Leithwood, 1998;Stool et al, 2006;Wenger, 1998), were taken into account to identify the dimensions and indicators used to build the online survey described in the following paragraphs.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Head teacher professional networks in Italy: preliminary results of a national survey

Maurissens

Repetto

Rosa

et al. 2016

Research on Education and Media

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In this article, we present the preliminary results of a national survey conducted by INDIRE on head teachers communities and professional networks. About one-fourth of the total population of Italian public school leaders participated in the survey. One of the main intents of this research is to contribute to understanding of the phenomenon of professional networks frequented by school leaders and to pave the way for a further reflection on how to use such networks for head teachers' training so as to support their daily professional practice conducted too often in isolation.This

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The Role of Shared Values and Vision in Creating Professional Learning Communities

Cited by 49 publications

References 3 publications

Managing schools as complex adaptive systems: A strategic perspective

Managing schools as complex adaptive systems: A strategic perspective

Professional Learning Communities: A Comparative Study of Three Educational Areas in the North West Province of South Africa

Head teacher professional networks in Italy: preliminary results of a national survey

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