What Is a "Professional Learning Community"?

By Richard Dufour. 2004

1,553 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/f6c17f50eff5c3e1f1fd7f4c53e32d05a2cde3d7

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Citations in the corpus

A review of research on the impact of professional learning communities on teaching practice and student learning (2008, background): “In order to prevent the PLC model from the same dismal fate as other well intentioned reform efforts, DuFour (2004) recommends that educators continually reflect on the ways they are working to embed student learning and teacher collaboration into the culture of the schools.”
Revisiting Professional Learning Communities to Increase College Readiness (2011, background): “PLCs are typically characterized by a set of dimensions or attributes such as shared beliefs, values, and vision; shared and supportive leadership; supportive structural conditions; supportive relational conditions; collective learning; and peer sharing (DuFour, 2004; Hord, 1997; Louis, Kruse, & Bry”
Using Wenger’s Communities of Practice to Explore a New Teacher Cohort (2011, background): “Goals of learning communities vary, from those that aim to advance student achievement and school reform (DuFour, 2004; Wood, 2007) to those that enhance content knowledge and/or pedagogy (Grossman, Wineburg, & Woolworth, 2000).”
Relating school leadership to perceived professional learning community characteristics: a multilevel analysis (2016, background): “…are incorporated by some authors as sub-dimensions of PLCs, while a range of other scholars have chosen a more delineated concept and have focussed on the interpersonal characteristics, while seeing these other conditions as possible influences (DuFour, 2004; Wahlstrom & Louis, 2008; Wiley, 2001).”
An Examination of Socially Destructive Behaviors in Group Work (2011, background): “A struggling student is characterized as a student who does not contribute to group work because of his or her own perceived or actual below-average ability (DuFour, 2004).”
Research-Based Professional Development: Teachers Engaged in Professional Learning Communities (2007, background): “DuFour (2005) identified the following three big ideas that characterize the basis of all professional learning communities: ensuring that students learn, building a culture of collaboration, and focusing on results.”
Promoting Mental Health Literacy Among Educators (2013, background): “The notion of professional learning communities and the strong and persistent benefits of teacher collaboration and sharing emerge throughout the literature (Dufour, 2004; Joyce, Calhoun, & Hopkins, 1999).”
The Principal's Role in Fostering Collaborative Learning Communities Through Faculty Study Group Development (2008, background): “Researchers confirm that greater gains in the PLC are possible when school community members agree on a shared vision and common goals ( DuFour, Eaker, & DuFour, 2005b ; Stoll, Bolman, McMahon, Wallace, & Thomas, 2006 ).”
Professional communities and student achievement – a meta-analysis (2011, background): “Many scholars have criticized the broad spectrum of the concept (eg, DuFour, 2004 ; Furman-Brown, 1999 ; Toole & Louis, 2002 ; Westheimer, 1999 ), as well as the weak elaboration of the “community” notion as one of its basic underlying constructs.”
Why Some Teachers Resist Change and What Principals Can Do About It (2006, background): “Similarly, the core principles of professional learning communities include embracing learning rather than teaching, collaborating to help all pupils and adults learn, and using data and focusing on results to foster continuous improvement (DuFour, 2005; DuFour, Eaker, & DuFour, 2005; Hord, 2004).”
Trust and Collaboration in PLC Teams (2015, background): “They created products together to share with all the students as well as sharing materials they had developed individually (DuFour, 2004).”