Using Organizational Learning to Increase Operational and Conceptual Mental Models Within Professional Learning Communities

Abstract

Professional learning communities (PLCs) have become a ubiquitous concept within modern school reform. PLCs, which developed out of business models of learning communities, neglect to incorporate organizational learning within the PLC culture. This mixed‐methods study investigated one large urban middle school's PLC implementation. Quantitative data consisted of 52 participant responses from the School Professional Staff as Learning Community Questionnaire (SPSLCQ). Qualitative data consisted of one‐on‐one interviews. Data analysis revealed dissatisfaction with PLC experiences. This article identifies strategies that integrate operational and conceptual learning mental models for restructuring implementation of PLCs to increase the culture of collaboration between schools and districts and to enhance professional learning behaviors district‐wide. To effectuate successful PLC cultures, districts should engage in professional behaviors focused on five critical practices: ownership in decision making, reculturing the organization and professional staff, establishing organizational learning theory protocols, evaluating organizational learning theory practices, and creating a sustainability plan. Adherence to these five practices would institute operational and conceptual learning consistent with organizational learning theory and create a culture of professional learning district‐wide. Transference of this model is plausible for all organizations that seek to build cultures of success.