Teachers Leading Educational Reform explores the ways in which teachers across the world are currently working together in professional learning communities (PLCs) to generate meaningful change and innovation in order to transform pedagogy and practice. By discussing how teachers can work collectively and collaboratively on the issues of learning and teaching that matter to them, it argues that through collective action and collaborative agency, teachers are leading educational reform.

By offering contemporary examples and perspectives on the practice, impact and sustainability of PLCs, this book takes a global, comparative view showing categorically that those educational systems that are performing well, and seek to perform well, are using PLCs as the infrastructure to support teacher-led improvement.

Split into three sections that look at the macro, meso and micro aspects of how far professional collaboration is building the capacity and capability for school and system improvement, this text asks the questions:

    • Is the PLC work authentic?
    • Is the PLC work being implemented at a superficial or deep level?
    • Is there evidence of a positive impact on students/teachers at the school/district/system level?
    • Is provision in place for sustaining the PLC work?

Teachers Leading Educational Reform illustrates how focused and purposeful professional collaboration is contributing to change and reform across the globe. It reinforces why teachers must be at the heart of the school reform processes as the drivers and architects of school transformation and change.

chapter |8 pages


Edited ByAlma Harris, Michelle Jones, Jane B. Huffman

section 1|92 pages

Teachers leading educational reform within and across systems

chapter 1|21 pages

Taking the lead

Teachers leading educational reform through collaborative enquiry in Scotland
ByChristopher Chapman, Hannah Chestnutt, Niamh Friel, Stuart Hall, Kevin Lowden

chapter 2|19 pages

Teachers leading reform through inquiry learning networks

A view from British Columbia
ByLinda Kaser, Judy Halbert

chapter 3|21 pages

Teacher leadership within and across professional learning communities

ByLouise Stoll, Chris Brown, Karen Spence-Thomas, Carol Taylor

chapter 4|14 pages

Teacher-led professional collaboration and systemic capacity building

Developing communities of professional learners in Ontario
ByCarol Campbell, Ann Lieberman, Anna Yashkina

chapter 5|15 pages

Teacher leaders in professional learning communities in Singapore

Challenges and opportunities
BySalleh Hairon, Jonathan W.P. Goh

section 2|72 pages

Teachers leading educational reform within and across districts and schools

chapter 6|19 pages

Teachers at the forefront

A comprehensive, systematic process for creating and sustaining a district-wide culture of learning
ByKristine Kiefer Hipp, Anthony E. Brazouski

chapter 7|17 pages

From PLC implementation to PLC sustainability

The pivotal role of district support
ByDianne F. Olivier, Patrice B. Pujol, Steve V. Westbrook, Jennifer G. Tuttleton

chapter 8|16 pages

District efforts to support the professional learning community framework in schools

Transformation of learning
ByJane B. Huffman, James K. Wilson, Mike Mattingly

section 3|55 pages

Teachers leading educational reform within and across schools

chapter 10|15 pages

Developing adaptive expertise through professional learning communities

ByHelen Timperley, Fiona Ell, Deidre Le Fevre

chapter 11|20 pages

Professional learning communities in Chinese senior secondary schools

BySally M. Thomas, Wen-Jung Peng, Pat Triggs

chapter |4 pages


ByMark Hadfield