The community in which teachers and school administration are in constant pursuit of participating in learning, with the aim of enhancing their professional effectiveness in a way that benefits students, which can be called communities of continuous development and research. This thereby transforms the school from the traditional pattern limited to teaching only, into a learning educational organisation that creates a learning environment dominated by a culture of cooperation and professional support based on educational experience, and that encourages quality educational initiatives among its members, whether they are leaders, teachers or students.
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In a professional learning community, the school principal shares leadership with staff, participates with them in a collective, democratic manner in school work, and shares authority and power with them. This allows teachers' autonomy and empowerment to flourish.
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A learning organisation cannot be built without a shared vision agreed upon by all staff, since a learning community is distinguished by having a shared vision and mission, and all working members feel a shared responsibility towards achieving the goals.
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When staff cooperate, they collectively seek out and exchange new knowledge, and this activity positively affects their practices within the school.
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The current environment must be supportive and strong enough to allow staff to participate in collaborative activities, by providing the time, place and opportunities for free cooperation, ongoing communication, and collective planning.
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A culture of continuous professional development is one of the important requirements for schools' success as learning communities. This development includes all working individuals, relies on a shared vision and on teamwork, and regards the principal as a learning leader.
Teachers, educational supervisors, and school administrations.
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