Stoll, Louise

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Booklet 13Assessing the impactof your professionallearning communityProfessional Learning Communities:source materials for school leaders andother leaders of professional learningMonitoring and evaluationLouise Stoll, Ray Bolam, Agnes McMahon, Sally Thomas, Mike Wallace, Angela Greenwood and Kate HawkeyA critical but sometimes neglected process in creating and sustaining a professional learning community (PLC) isassessing the impact of your efforts and feeding this intothe future development of the PLC. The difference PLCsmake can be judged in three ways.1 Ultimately an effective PLC makes adifference to pupil outcomes. Our researchfound evidence of this1, and while this isdifficult to assess, it’s vital to keep this inmind as the bottom line and be consideringwhat evidence you have of this.2 An effective PLC also makes a difference tostaff morale and practice and should help to build leadership capacity throughout the school.3 A PLC is also effective when all of thecharacteristics are in place and the processesare operating smoothly as a matter of coursein order to sustain the PLC.This activity is designed to help you:• assess where you have had an impact thatyou can attribute to attention you have paidto developing your PLC• give examples of the evidence you have todemonstrate that this is the caseProfessional Learning Communities: source materials 3Purpose of this activityIntroductionAsking questions is at the heart of this activity. ‘Inquiry mindedness’2 is also centrally important to professional learningcommunities; a need to understand betterwhat you are doing, to whom it makes adifference and how. One of the headteachersin the project had a poster on her door which exemplified this.Notice on headteacher’s door4 Professional Learning Communities: source materialsWork collaboratively to complete the followingcharts to answer four questions.Question 1: What is the overall impact?Using the scale of 4=high and 1=low, rate the extent to which you feel your efforts todevelop a professional learning communityhave had an impact on: a each of the eight characteristics ofprofessional learning communities (write in the numbers at the top of Evaluation Grid A)b staff and leadership practice (write in thenumbers at the top of Evaluation Grid B)c pupil outcomes (write in the numbers at the top of Evaluation Grid B)Question 2: What is the evidence of impact on your PLC’s characteristics?The eight characteristics of professionallearning communities identified in ourresearch are listed as headings at the top of Evaluation Grid A. For each characteristicwhere you feel you have had a positive impact,write down in the grid specific evidence youhave of particular processes you have usedthat you think have contributed to the positiveimpact. We have given some examples of thekind of processes that we found in our projectin the vertical column in the framework, butyou will find others on the resource card, What is a professional learning community?A summary in the introductory sourcematerials.We suggest that you focus on each process inturn, first reflecting on what actions you tookand then considering how the action impactedon the different PLC characteristics. Forexample, under ‘optimising resources andstructures’, if the allocation of rooms werechanged so that each subject department,several year groups/grades or a key stagegroup had classrooms close together, whateffect has this had on staff collaboration onlearning? Has it increased? You may well have done additional things that you wouldcategorise under each process. You can add these at the bottom of the grid. Question 3: What is the evidence of thecharacteristics’ impact on outcomes?Using Evaluation Grid B, first answer questions1b) and 1c) rating the impact you feel yourefforts have had on staff, leadership and pupiloutcomes. Then, for each area of staff andleadership practice and each pupil outcomewhere you feel your work in developing a PLC has had a positive impact, write down in the grid specific evidence you have oflinks between specific characteristics and these outcomes.Question 4: What can you learn from this, andhow will you apply your learning?Having gathered the evidence, review it andask yourselves questions about what you canlearn from the data and how you intend toapply this learning to your processes of PLCdevelopment in order to enhance impact even further. There is a sheet at the backwhere you can make notes on your dialogue and decisions. How can you use this activity?1 Bolam, R, McMahon, A, Stoll, L, Thomas, S, & Wallace, M, with Greenwood, A, Hawkey, K,Ingram, M, Atkinson, A, & Smith, M, 2005, Creating and Sustaining Effective Professional LearningCommunities, DfES Research Report RR637, University of Bristol. Available atwww.dfes.gov.uk/research/data/uploadfiles/RR637.pdf2 Earl, L, & Lee, L, 2000, Learning, for a change: School improvement as capacity building,Improving Schools, 3 (1): 30-38Question 2:Examples ofevidence ofimpact on each PLC characteristic as a result ofworking on PLC processesShared valuesand visionCollectiveresponsibility forlearningCollaborationfocused on learningReflectiveprofessionalenquiryIndividual andgroup learningOpenness, networksand partnerships InclusivemembershipMutual trust,respect and supportQuestion 1a:Rating oflevel ofimpact4=high, 1=lowOptimising resources andstructures topromote the PLCeg use oftime,space,communicationEvaluation Grid A – CharacteristicsProfessional Learning Communities: source materials 56 Professional Learning Communities: source materialsEvaluating andsustaining the PLCeg consciouslyworking ondeveloping PLCprocesses; monitoring theprocess, progressand impact ofthe PLCQuestion 2:Examples ofevidence ofimpact on each PLC characteristic as a result ofworking on PLC processesShared valuesand visionCollectiveresponsibility forlearningCollaborationfocused on learningReflectiveprofessional enquiryIndividual andgroup learningOpenness, networksand partnerships InclusivemembershipMutual trust,respect and supportPromotingprofessionallearningeg co-ordinatingcontinuingprofessionaldevelopment;arranging jointlearning activitieswith networkpartners Evaluation Grid A – CharacteristicsOther things youhave done thathave made adifferenceQuestion 2:Examples ofevidence ofimpact on each PLC characteristic as a result ofworking on PLC processesShared valuesand visionCollectiveresponsibility forlearningCollaborationfocused on learningReflectiveprofessional enquiryIndividual andgroup learningOpenness, networksand partnerships InclusivemembershipMutual trust,respect and supportLeading andmanaging topromote the PLCeg developing andspreading alearning vision andfocus; buildingtrust; distributingleadershipEvaluation Grid A – CharacteristicsProfessional Learning Communities: source materials 7Question 3:Examples ofevidence ofthe characteristics’ impact on outcomesStaffmoraleStafflearning andteaching practiceLeadership capacitythroughout theschool/centre/collegeAttitudes, attendanceand well-beingEngagement withlearningAcademic progressand achievementQuestion 1b:Rating oflevel ofimpact4=high, 1=lowQuestion1c:Rating oflevel ofimpact4=high, 1=lowShared values andvisionCollectiveresponsibility forlearningCollaborationfocused on learningReflectiveprofessional enquiryEvaluation Grid B  Staffand leadership practice outcomesPupil outcomes8 Professional Learning Communities: source materialsQuestion 3:Examples ofevidence ofthe characteristics’ impact on outcomesStaffmoraleStafflearning andteaching practiceLeadership capacitythroughout theschool/centre/collegeAttitudes, attendanceand well-beingEngagement withlearningAcademic progressand achievementQuestion 1b:Rating oflevel ofimpact4=high, 1=lowQuestion1c:Rating oflevel ofimpact4=high, 1=lowIndividual andgroup learningOpenness, networksand partnershipsInclusivemembershipMutual trust,respect and supportEvaluation Grid BPupil outcomesStaffand leadership practice outcomesProfessional Learning Communities: source materials 9Learning from the dataWhat do these data tell you about your efforts to develop your professional learningcommunity?Are you more successful in certain areas of PLC development than in others?Have you had a greater impact on certain aspects of your school, centre or college and oncertain groups than others?What else do you need to know, and how might you find this out?Question 4: What can you learn from this, and how will you apply your learning?10 Professional Learning Communities: source materialsApplying your learningWhat should you continue doing? What should you start doing and how might you go about this?What should you stop doing?Professional Learning Communities: source materials 11© Stoll, Bolam, McMahon, Thomas, Wallace, Greenwood and Hawkey, 2006National College forSchool LeadershipTriumph RoadNottingham NG8 1DHT: 0870 001 1155F: 0115 872 2001E: nlc@ncsl.org.ukW: www.ncsl.org.uk/nlcGeneral Teaching Council for England Whittington House19-30 Alfred PlaceLondon WC1E 7EAT: 0870 001 0308F: 020 7023 3909E: info@gtce.org.ukW: www.gtce.org.ukDfES Innovation UnitSanctuary BuildingsGreat Smith StreetLondon SW1P 3BTT: 0870 000 2288E: innovation.unit@dfes.gsi.gov.ukW: www.standards.dfes.gov.uk/innovation-unitEffective Professional Learning Communities University of BristolGraduate School of Education8-10 Berkeley SquareBristolBS8 1HHW: www.eplc.infoMonitoring and evaluationReflecting on the progress of your professional learning communityAssessing the impact of your professional learning communityTo order a copy of this publication, please email dfes@prolog.uk.com quoting reference number DfES-0187-2006 or download from www.ncsl.org.uk/nlcwww.standards.dfes.gov.uk/innovation-unitwww.gtce.org.ukDfES-0187-2006

Assessing the impact of your professional learning community

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