Combining forces Learning from good practices of distributed
Combining forces Learning from good practices of distributed leadership and a professional learning community EAPRIL conference November 24 th 2016 Frank Hulsbos, Stefan van Langevelde, Arnoud Evers and Rob Martens
Combining forces + Distributed leadership: Teachers may also lead Professional learning community: Teachers and school leaders collectively learn to improve education are supportive of School improvement and innovation (Hulsbos, Van Langevelde, & Evers, 2016)
Background Schools often struggle to put this into practice (Hulsbos, Van Langevelde, & Evers, 2016)
Research questions • What do DL and a PLC look like in good practice schools? • What is the role of the school leader in supporting DL and a PLC at good practice schools? • Which additional conditions support DL and a PLC at good practice schools?
Research design
Research design
Research design
Secondary school Vathorst College • • Amersfoort (Centre of The Netherlands) 971 students in 2015 110 employees (89 teachers) Head master, deputy head master, 3 section leaders, 7 coordinators
Vathorst: learning houses Autonomy for teams Necessitate teachers to collaborate Thematic education
Vathorst: coordinates and informal collaborations Both are aimed at school improvement Coordinates are highly organised Creative atmosphere and intrinsic motivation
Vathorst: school leader Receptive and supportive Ambitious and inviting
Vathorst: teacher profile Proactive, collaborative, and flexible
Primary school Willibrordus • • Deurningen (East of The Netherlands) 208 pupils in 2014 20 employees (17 teachers) Head master, location leader, 2 internal counselors
Willibrordus: working groups © Sven Scholten Collectively decided themes Teacher autonomy Formal learning activities
Willibrordus: Leader in me 7 habits of Stephen Covey Teacher profile
Willibrordus: school leader © Sven Scholten High trust and clear expectations Ambitious and receptive for feedback
Main conclusions: Building blocks for DL and a PLC • Create an educational practice that necessitates collaboration • Build organisational structures with the aim to improve and innovate • Discuss what it means to be a professional at your school As a school leader. . . • Encourage initiative, yet be decisive • Bring in your own ideas in an inviting manner
Question for discussion In your opinion, what can “traditional” schools learn from Vathorst and Willibrordus to support DL and a PLC?
Discussion and questions
- Slides: 19