Leaders building professional learning communities: appreciative inquiry in action (2010)
Type of ContentJournal Article
PublisherUniversity of Canterbury. School of Sciences and Physical Education
University of Canterbury. Geological Sciences
University of Canterbury. Management
This article explores an approach to developing organisational and leadership capacity through the development of a professional learning community. The project involved 25 managers of adolescent-focused non-government organisations (NGOs) who participated in a 14-month collaborative development project that incorporated appreciative inquiry processes. Two guiding principles of appreciative inquiry – a positive focus and collaboration – framed the process for the development of a professional learning community that led to a highly productive collaborative learning space. Five key success components emerged during the project: a flexible and negotiated structure to the professional learning; a focus on positive stories; cycles of exploration and ameliatory modification to their work; individual and collective reflection; and a substantial period of time over which to conduct the development process. The potential transferability of these components to development of professional learning communities in education is explored.
CitationJansen, C., Conner, L., Cammock, P. (2010) Leaders building professional learning communities: appreciative inquiry in action. Journal of Educational Leadership, Policy and Practice, 25(2), pp. 41-54.
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Keywordsleadership capacity; professional learning communities; appreciative inquiry; positive focus; collaboration
ANZSRC Fields of Research15 - Commerce, Management, Tourism and Services::1503 - Business and Management
39 - Education::3904 - Specialist studies in education::390403 - Educational administration, management and leadership
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