Creating Professional Learning Communities: The Work of Professional Development Schools

Abstract

If professional learning communities offer opportunities for improving the teaching and learning process, then developing strong professional development school (PDS) partnerships establish an appropriate framework for that purpose. PDS partnerships, however, can be less than effective without proper planning and discussion about the aims of those partnerships. We argue that creating effective partnerships requires time upfront to establish ground rules, clarify the tasks to be undertaken, identify supports required for successful implementation, and ensure that a shared vision and mission exist between partners. Utilizing essential questions for organizing such a collaborative venture, and illustrating effective partnerships in three schools, the researchers describe strategies for developing P–12 professional learning communities that are positive, effective, and durable.