1. Combining forces
Learning from good practices of distributed leadership
and a professional learning community
EAPRIL conference
November 24th 2016
Frank Hulsbos, Stefan van Langevelde, Arnoud Evers and Rob Martens

2. Professional learning community: Distributed leadership:
Combining forces
Professional learning community:
Teachers and school leaders
collectively learn to improve education +
Distributed leadership:
Teachers may also lead
are supportive of
School improvement and innovation
(Hulsbos, Van Langevelde, & Evers, 2016)

3. Schools often struggle to put this into practice
Background
Schools often struggle to put this into practice
(Hulsbos, Van Langevelde, & Evers, 2016)

4. Research questions
What do DL and a PLC look like in good practice schools?
What is the role of the school leader in supporting DL and a PLC at good practice schools?
Which additional conditions support DL and a PLC at good practice schools?

5. Research design

6. Research design

7. Research design

8. Secondary school Vathorst College
Amersfoort (Centre of The Netherlands)
971 students in 2015
110 employees (89 teachers)
Head master, deputy head master, 3 section leaders, 7 coordinators

9. Vathorst: learning houses
Necessitate teachers to collaborate
Autonomy for teams
Thematic education

10. Vathorst: coordinates and informal collaborations
Both are aimed at school improvement
Creative atmosphere
and intrinsic motivation
Coordinates are highly organised

11. Vathorst: school leader
Receptive and supportive
Ambitious and inviting

12. Vathorst: teacher profile
Proactive, collaborative, and flexible

13. Primary school Willibrordus
Deurningen (East of The Netherlands)
208 pupils in 2014
20 employees (17 teachers)
Head master, location leader, 2 internal counselors

14. Willibrordus: working groups
© Sven Scholten
Collectively decided themes
Formal learning activities
Teacher autonomy

15. Willibrordus: Leader in me
7 habits of Stephen Covey
Teacher profile

16. Willibrordus: school leader
© Sven Scholten
High trust and clear expectations
Ambitious and receptive for feedback

17. Main conclusions: Building blocks for DL and a PLC
Create an educational practice that necessitates collaboration
Build organisational structures with the aim to improve and innovate
Discuss what it means to be a professional at your school
As a school leader...
Encourage initiative, yet be decisive
Bring in your own ideas in an inviting manner

18. Question for discussion
In your opinion, what can “traditional” schools learn from Vathorst and Willibrordus to support DL and a PLC?

19. Discussion and questions