Related Links

HeadsUP project website– The HeadsUP-project was an Erasmus + funded project focused on Professional Learning Communities (PLCs) of school principals for the development of their leadership skills, in order better lead/support teachers within their schools for developing their teaching practices and set up a structure of learning for the teachers of their schools. The project worked based on a Doubledecker model by opening up a system of collaboration between school principals (heads) in order to have it likewise between their teachers.

Bonsen, M. & Rolff, H.-G (2006). Professionelle Lerngemeinschaften von Lehrerinnen und Lehrern. Zeitschrift für Pädagogik, 52(2), 167-184.

DuFour, R., DuFour, R., Eaker, R., & Many, T. (2010). Learning by Doing: A handbook for Professional Learning Communities at work, (2.ed.). Solution Tree Press.

Huijboom, F., Van Meeuwen, P., Rusman, E., & Vermeulen, M. (2021). Professional learning communities (PLCs) as learning environments for teachers: An in-depth examination of the development of seven PLCs and influencing factors. Learning, Culture and Social Interaction, 31, 100566.

Jin, X., Li, T., Meirink, J., van der Want, A., & Admiraal, W. (2019). Learning from novice–expert interaction in teachers’ continuing professional development. Professional Development in Education, 1-18.

Kansteiner, K., Stamann, C., Buhren, C., & Theurl, P. (2020). Professionelle Lerngemeinschaften als Entwicklungsinstrument im Bildungswesen. Beltz Juventa.

Krichesky, G. J., & Murillo, F. J. (2011). Las comunidades profesionales de aprendizaje: Una estrategia de mejora para una nueva concepción de escuela. REICE: Revista Iberoamericana sobre calidad, eficacia y cambio en educación, 9(1), 65-83.

Stoll, L., Bolam, R., McMahon, A., Wallace, M. & Thomas, S. (2006). Professional learning communities: A review of the literature. Journal of Educational Change, 7(4), 221–258.

Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24(1), 80-91.