Building Leadership Skills through a Leadership Network: Effective Strategies for Implementing Essential Components of a Professional Learning Community

Purpose of the Study: The purpose of this study was to determine the degree to which specific components of a PLC model were implemented in two schools by each school's leadership team as a result of participating in the Leadership Network. The project examined the areas of successful implementation and the barriers to progress. Procedure: Administrators and teacher-leaders from two schools participated in four sessions of the Leadership Network focused on the development and refinement of Professional Learning Community strategies (DuFour & Eaker, 1998). Each school team worked with a non-school based facilitator to create an action plan between sessions. Facilitators visited the school site between training sessions to assist with the implementation of the strategies defined in the previously written action plan. Findings: The leadership teams from two schools increased their understanding of professional learning community elements. The research showed implementation of these elements as a continuum that ranged from superficial implementation of the PLC elements to deeper or more systemic implementation. Research participants benefited from and valued the training, guidance, and support provided through Leadership Network. Conclusions: For schools to effectively and efficiently become professional learning communities ongoing training and support is essential. The Leadership Network was the catalyst for prompting serious conversations about the fundamental purpose of schools and caused participants to reflect on their own core values and beliefs about learning. As a result, changes in practice were implemented.