The Professional Learning Community to Implement the Results-Based Management Approach (RBM) in Québec

Autor/inn/en	Bouchamma, Yamina; April, Daniel
Titel	The Professional Learning Community to Implement the Results-Based Management Approach (RBM) in Québec
Quelle	In: Canadian Journal of Educational Administration and Policy, (2020) 192, S.77-85 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1207-7798
Schlagwörter	Leitfaden; Unterricht; Lehrer; Principals; Communities of Practice; Educational Policy; Foreign Countries; Change Agents; Case Studies; Accountability; Educational Change; Educational Administration; Teacher Supervision; Administrator Attitudes; Teaching Methods; High Schools; Teacher Administrator Relationship; Canada + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Principal; Schulleiter; Community; Politics of education; Bildungspolitik; Ausland; Case study; Fallstudie; Case Study; Verantwortung; Bildungsreform; Bildungsverwaltung; Schuladministration; Schulverwaltung; Teaching method; Lehrmethode; Unterrichtsmethode; High school; Oberschule; Kanada
Abstract	School principals are agents of change in the implementation of education policies as they oversee accountability actions that serve to monitor and evaluate student achievement and identify the measures required. In Québec, where "results-based management" (RBM) is encouraged, the "professional learning community" (PLC) approach ensures this accountability by enabling members to gather, manage, and analyze student data. This case study pertains to the experience of one principal who sought training on how to integrate a PLC in his school. In the context of RBM, characterized by an increase in administrative tasks, this principal ultimately experienced a low sense of effectiveness regarding his supervision practices by having few legal structures to support this supervision. Two series of teaching activities are proposed related to prioritization tasks and the role of PLCs in a context of work intensification and RBM. (As Provided).
Anmerkungen	Canadian Association for the Study of Educational Administration. Available from: College of Education, University of Saskatchewan. Tel: 306-966-7619; Web site: https://journalhosting.ucalgary.ca/index.php/cjeap/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01