چکیده (انگلیسی):

Professional Learning Communities (PLCs) can be powerful tools for school
improvement but require principals and teachers to collaborate and work together.
This article reports on a qualitative multi-case study focused on six elementary
schools in West Texas that had been identified for having effective PLCs. Principals
and teachers were observed and interviewed over the course of one academic school
year to understand how leadership was distributed across the school to facilitate
effective PLCs. Findings highlight the ways principals distribute leadership across
their school, relevant teacher and principal interactions, and how key aspects of
PLCs are influenced by principals, teacher leaders, and teachers. Findings have
implications for in-service professional development experts within school districts
and faculty working in principal preparation programs.