Practices of Professional Learning Communities

Building professional learning communities (PLC) has become a widely recognized strategy for school development and student achievement. Four Finnish comprehensive schools were identified as being ready to be PLCs in previous quantitative study, the purpose of this study was investigate practices these schools. In paper, we used data from qualitative multiple-case which investigated leadership, culture, teacher collaboration, learning, development. The results showed that principals had played main role progression PLCs. Principals described visionary leaders who started positive progression, shared created commitment common goals. indicated also change can have effect. Decision-making processes participative, inclusive, democratic, collaborative, aiming satisfactory level consensus. Relationships among staff reported based on mutual trust openness, members encouraged express their opinions. Common responsibility students, peer support, encouragement, co-teaching practiced. Co-teaching an effective form collaborative work-embedded is related core principles communities. Structural conditions barriers schools’