When a school can be described as a Professional Learning Community (PLC) its capacity to promote sustainable improvement and pupil learning is enhanced, according to a new study from Bristol University.

The research, conducted by Agnes McMahon and Dr Sally Thomas at the University's Graduate School of Education with colleagues at the University of Bath and the Institute of Education, London, is  published online by the Department for Education and Skills today.

The researchers were investigating the characteristics of professional learning communities in English schools using the definition that: An effective professional learning community has the capacity to promote and sustain the learning of all professionals in the school community with the collective purpose of enhancing pupil learning.

Survey responses from 393 schools and case study data collected in 16 nursery, primary, secondary and special schools confirmed that effective professional learning communities fully exhibit eight key characteristics: shared values and vision, collective responsibility for pupils' learning; collaboration focused on learning; individual and collective professional learning; reflective professional inquiry; openness, networks and partnerships; inclusive membership; mutual trust and support.

The processes which promoted and sustained the development of a school PLC were optimising resources and structures to support PLC development, promoting individual and collective professional learning, explicitly promoting the concept of the PLC within the school and leaders at all levels in the school actively working to develop the PLC.

The research was sponsored by the Department for Education and Skills (DfES), the General Teaching Council England (GTCe) and the National College for School Leadership (NCSL) 

The full project report (RR637) and the Research Brief (RB637) can be accessed at www.dfes.gov.uk/research