Networks and professional learning communities of practicing principals support sharing best practices and problem solving on the job¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2017 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Practicing principals in networks or well-functioning professional learning communities that meet regularly and work on common problems can share best practices, develop a shared orientation toward instruction, and problem solve. → Sutcher 2017

Evidence¶

Sutcher 2017¶

Sutcher, L., Podolsky, A., & Espinoza, D. (2017). Supporting principals' learning: Key features of effective programs. Palo Alto, CA: Learning Policy Institute. https://learningpolicyinstitute.org/product/supporting-principals-learning

q2 · i? · review · r2

The report's narrative review of in-service learning describes networks and professional learning communities as replacing one-time workshops, citing San Diego Unified's web of learning supports including case studies, school visits, and peer coaching, which principals reported as "intensive in its hands-on nature" and helpful for school improvement work.

"Practicing principals who are part of networks or well-functioning professional learning communities that meet regularly and work on common problems of practice can provide opportunities for principals to share best practices, develop a shared orientation toward instruction, and problem solve"

Discussion¶

Learner Variables¶

• Social Supports — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Participation in mathematics PLC changed teachers' collaboration norms, understanding of mathematics and its teaching, and ability to design and carry out teaching — the general claim this finding bears on, with the studies behind it
• Intensive training and residency programs for school leaders helped facilitate sharing of best practices, but some schools had not progressed to implementing the shared practices — related
• Far fewer elementary principals participate in authentic, job-embedded professional learning than have access to professional development content — related
• The FACE Collaborative fostered collaborative leadership behaviors including mutual support, resource sharing, expert learning, and partnership building — related
• League district leaders rated professional development highly and reported extensive peer networking and best-practice sharing — related
• Schools with distinct educational models show positive achievement effects when they feature small size, personalization, positive relationships, and educator collaboration — related
• The modern principal's job has expanded from administrative oversight to instructional leadership and staff collaboration — related
• In one school, well-defined instructional priorities plus deliberate leadership facilitated sustained developmental practices — related
• Network learning spread beyond the network through a website, conference presentations, school and district sharing, and AIR-led professional learning communities — related
• Mathematics teacher educators foregrounded engagement-oriented activities such as hands-on problem-solving and group work as key teaching-and-learning activities — related
• According to teachers, principals with elementary teaching experience provided more helpful and actionable direct instructional support in some cases — related