The main objective of the study was to examine the implementation of Professional Learning Communities (PLCs) in Malaysian secondary schools. The study was conducted by using quantitative method whereby a total of 971 principals, senior assistants and teachers were involved in the survey. The descriptive statistical analysis was employed to obtain…

Purpose: This study focused on the impact of principals' leadership content knowledge, evaluation practices and teachers' professional learning activities on classroom instruction. Design/methodology/approach: Data were collected from 425 teachers who worked in 46 elementary and lower secondary public schools within two provinces in Turkey.…

This article documents the authors' reflections on a teacher professional development programme conducted in 38 Hong Kong primary schools on the teaching of English through Process Drama. The authors draw upon the views of school principals, subject panel head teachers, English teachers, students and parents in focus group interviews to examine…

With the enactment of the "No Child Left Behind Act of 2001," administrators have faced extreme pressure to provide professional development to teachers to enhance their skill and knowledge base, make school improvements, and increase student achievement. Research indicated that critical reflection leads to lasting school change and…

The purpose of this grounded theory study was to identify the need for educators' use of lesson study as a professional learning community to increase communication between colleagues. Lesson study is considered a form of professional development in that, educator colleagues work with one another to plan, implement, critique, and revise a lesson…

This paper reflects on the role of mobile learning in teachers' professional learning. It argues that effective professional learning requires reflection and collaboration and that mobile learning is ideally suited to allow reflection-in-action and to capture the spontaneity of learning moments. The paper also argues for the value of…

Over 800 American teachers responded to an open-ended questionnaire by identifying and describing characteristics of principals that enhanced their classroom instruction and what influences these characteristics had on them. The data revealed 11 strategies and 2 effective-leadership themes: talking with teachers to promote reflection and promoting…

Describes everyday strategies of principals practicing exemplary instructional leadership and how these principals influenced teachers, drawing on survey data from a qualitative study of over 800 teachers. Inductive data analyses generated two major themes, comprising 11 strategies that were used to construct the Reflection-Growth model of…

Across the US, some schools are hallmarks of high academic performance. These schools display consistently high test performance, and their students are sought after by competitive colleges and universities. These schools are successful, with consistently above-average test scores, low dropout rates, high percentages of children attending college,…

In this article, the authors describe their experiences in working with superintendents, principals, assistant principals, and teacher-leaders in New York City, embedding NSRF work into all their professional development efforts, and how responsive facilitation and using NSRF's principles of reflective practice, collaboration, and shared…

Presents strategies from six schools and two districts that won this year's U.S. Department of Education Model Professional Development Awards. Some of their strategies include teacher collaboration to plan professional development; teachers as leaders of learning for themselves and their peers; external partners providing expertise and resources;…

How can a principal create opportunities for teacher learning that really work to support teachers with different needs and preferences? There is wide agreement that the best teacher development is informal, diverse, democratic, school-based, and continuous. The best programs ignite and sustain teachers' excitement in learning, growing, and…

This article describes the work of the school principal in building a vibrant learning community for staff and students. The descriptions emerged from a series of investigations into teaching, learning, and leading practices within schools that have high capacity for effective teaching and learning. These investigations demonstrated that the…

Showcasing the "Downey Walk-Through"--a method developed over a 40-year period, tested and refined in real-world schools and classrooms, and described in the pioneering book, "The Three-Minute Classroom Walk-Through," this innovative multimedia presentation provides trainers and staff developers with a complete resource answering the questions…

In the context of a professional-development reform movement in Quebec, the Ministry of Education asked universities to participate in the training of school principals so that they could implement a culture of continuous learning in their own schools. The university researchers used a bottom-up approach to initiate collaborative inquiry with 37…