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Drawing on data from 50 New Brunswick schools, it evaluates strengths and barriers affecting implementation, emphasizing culture, leadership, teaching, and professional growth. It contrasts PLC attributes—such as shared leadership, collective creativity, inquiry, collaboration, and common assessments—with a conventional bureaucracy focused on standardization and restrictive outcomes-based practices that limit flexibility and creativity.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/transforming-schools-into-learning-organizations-supports-and-barriers-to-educational-reform/597549/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/transforming-schools-into-learning-organizations-supports-and-barriers-to-educational-reform/597549.png","ImageObject",300,407,{"name":92,"@type":93},"pop out","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the article propose as the purpose of school in a changing society?","Question",{"text":112,"@type":113},"It argues that schooling should prepare youth for a rapidly changing, complex, interdependent world. It also proposes aligning the organization’s approach with this purpose by transforming schools into learning organizations.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What is a professional learning community (PLC) in this study?",{"text":117,"@type":113},"The PLC begins with attributes associated with Shirley Hord, including supportive shared leadership, shared values and vision, supportive conditions, shared personal practice, and additional elements such as continuous inquiry, deprivatized reflective dialogue, and collaborative joint responsibility for student learning.",{"name":119,"@type":110,"acceptedAnswer":120},"What barriers does the article highlight for implementing PLCs?",{"text":121,"@type":113},"It contrasts the PLC approach with conventional bureaucratic systems that prioritize standardization and use outcomes-based assessment in ways that constrain creative instructional practice. It also discusses outdated “divide and fix” clinical supervision as a limiting factor for teacher learning.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597549,1792755347,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760408,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","TRANSFORMING SCHOOLS INTO LEARNING ORGANIZATIONS:  \nSUPPORTS AND BARRIERS TO EDUCATIONAL REFORM  \nRaymond B. Williams, St. Thomas University,  \nKen Brien, University of New Brunswick,  \nand Janelle LeBlanc, St. Thomas University  \nThe outdated manner in which we operate schools is tied to a reality that no longer exists. The society for which we prepare our students has shifted from a factory to a learning organization model. If we hope to prepare our graduates for successful participation in learning organizations we must transform both the structure and culture of our schools. This article summarizes data from 50 New Brunswick schools that are attempting to implement a professional learning community approach. In it we analyze both the strengths and barriers that impact this effort. The findings focus on the culture, leadership, teaching, and the professional growth in these schools. While identifying essential changes they contain promise that the task is achievable.  \nIntroduction  \nWhat is the underlying purpose of school and through what approach can it be best achieved? As we enter the second decade of the 21st century the answers to these two questions appear to be at odds. The purpose, it can be argued, is to prepare our youth for a rapidly changing, ever more complex, and interdependent world. Unfortunately we attempt to do so by clinging to an organizational approach that was designed for a more stable, simpler, and independent one. The technological workplace facing our students redefines itself at an ever  \nincreasing pace, shifting from a physical to a virtual reality while the approach we use to educate them prepares them for work in a factory that has long since been abandoned. The organizations of the future will be networks driven by individual and collaborative learning—learning organizations* that continually re-invent themselves. Therefore the best way to align our purpose with our approach is to transform schools into learning organizations as well.  \nThe term learning organization, when used to describe schools, is commonly referred to as a professional learning community (PLC) . The construction of the PLC instrument used in our case study was based on a definition we derived from our review of the literature. For us a professional learning community begins with the attributes outlined by Shirley Hord (1997):  \na) supportive and shared leadership, b) collective creativity c) shared values and vision, d) supportive conditions, and e) shared personal practice. We further incorporated: f) continuous inquiry focused on the improvement of student learning from Astuto, Clark, Read, McGreer, and Fernandez (1993), g) teachers who share norms and values and engage in reflective dialogue that deprivatizes practice from Louis and Kruse (1995), h) professional collaboration and joint responsibility for student learning from Lambert (1998), and i) the identification of essential curriculum, j) use of common formative assessments, and k) systemic interventions from DuFour, DuFour, Eaker, and Many (2006). Using these attributes we identified twenty statements that could measure the readiness of a school to implement a professional learning community approach for school operations (see Appendix A) .  \nThe conventional approach that still dominates the operations of many schools is a remnant of a bureaucracy designed to meet the training needs of an industrial society. The focus of this approach is on standardization rather than creativity. In this standards-driven system,  \n* The term learning organization originated as a business construct from the work of Senge (1990/2007) . This organizational model when adapted to education has morphed into a learning community or professional learning community.  \nimprovement efforts are held ransom by an inappropriate use of an outcomes-based approach that forces teachers to cover an impossible volume of curriculum and then evaluates their success using a testing format that unde","cbCaipZfiFgvIske","https://ap.wps.com/l/cbCaipZfiFgvIske","pdf",279831,32,"English","# Introduction\n## Purpose of schooling and need for organizational change\n## Professional learning community (PLC) model and its attributes\n## Barriers in conventional school operations\n## Implications for teaching, supervision, and continuous inquiry","[{\"question\":\"What does the article propose as the purpose of school in a changing society?\",\"answer\":\"It argues that schooling should prepare youth for a rapidly changing, complex, interdependent world. It also proposes aligning the organization’s approach with this purpose by transforming schools into learning organizations.\"},{\"question\":\"What is a professional learning community (PLC) in this study?\",\"answer\":\"The PLC begins with attributes associated with Shirley Hord, including supportive shared leadership, shared values and vision, supportive conditions, shared personal practice, and additional elements such as continuous inquiry, deprivatized reflective dialogue, and collaborative joint responsibility for student learning.\"},{\"question\":\"What barriers does the article highlight for implementing PLCs?\",\"answer\":\"It contrasts the PLC approach with conventional bureaucratic systems that prioritize standardization and use outcomes-based assessment in ways that constrain creative instructional practice. It also discusses outdated “divide and fix” clinical supervision as a limiting factor for teacher learning.\"}]","TRANSFORMING SCHOOLS INTO LEARNING ORGANIZATIONS - SUPPORTS AND BARRIERS TO EDUCATIONAL REFORM | PDF",1792085214,81]