Professional Learning Communitie 教师专业学习社区量表

量表简介：

Different terms have been used to describe teacher collaboration, such as collegiality, community of practice (CP), organizational learning, PLCs, and informal networks . Although these terms are often used interchangeably, researchers distinguished them from the perspectives of focus of teacher collaboration and the level of depth it shows.There are three principles distinguish PLCs from "pseudo-communities" or mediocre teacher collaboration: a clearly defined vision and collective responsibility to improve student learning, ongoing collaboration among teachers focusing on curriculum design and implementation, and a result orientation. The first principal, focusing on the improvement of student learning, means that all the practices, procedures, and administrative rules in the schools serve as guides to ensure teachers’ high collective capacity to enhance student learning. The second principal emphasizes the importance of collaboration and mutual accountability among teachers for the success of students. Collaboration is not an end in itself; it is the means by which PLCs produce collective shifts in practice. Third, all efforts in PLCs should be assessed based on the better results of student learning. That is, not all the teacher collaboration in the school can automatically develop into PLCs, only when it defines a clear and compelling purpose, establishes a meaningful learning culture, nurtures a high level trusting relationship, and implements result-oriented assessments, can it be considered a PLC in the genuine sense.PLCs were measured using a 16-item scale, comprising four dimensions: shared responsibility for the school mission, organizational learning, reflective dialogue, and de-privatized practice. An example item is “I share a similar set of values, beliefs, and attitudes related to teaching and learning with my school”

人们用不同的术语来描述教师合作，如同事关系（collegiality）、实践社区 （community of practice，CP）、组织学习（organizational learning）、PLCs 和非正式网络 （informal networks）。尽管这些术语经常被交替使用，但研究者们还是从教师合作的重点和深度两个角度对其进行了区分。PLC 与 "伪社区 "或平庸的教师合作有三个不同的原则：明确的愿景和改善学生学习的集体责任；教师之间以课程设计和实施为重点的持续合作；以结果为导向。第一项原则以提高学生的学习能力为重点，这意味着学校的所有做法、程序和行政规 则都是确保教师高度集体能力的指南，以提高学生的学习能力。第二位校长强调教师之间的合作和相互问责对学生成功的重要性。合作本身不是目的，而是 PLC 在实践中产生集体转变的手段。第三，应根据学生学习的较好结果来评估 PLC 的所有努力。也就是说，并不是学校里所有的教师合作都能自动发展成为 PLC，只有明确了令人信服的目的，建立了有意义的学习文化，培养了高水平的信任关系，实施了以结果为导向的评估，才能被视为真正意义上的 PLC。